基于意象图式理论的初中英语介词复习教学实验研究

发布时间：2018-03-05 14:48

本文选题：意象图式　切入点：英语介词　出处：《广州大学》2017年硕士论文　论文类型：学位论文

【摘要】：介词是英语中最活跃的词类之一,其用法的复杂性给英语学习者带来很大的困扰。传统的介词教学往往是给出介词的意义,然后用例句加以解释,可结果学生对介词的区分往往仍含糊不清。这是由于传统语义研究认为,英语空间介词的语义具有很强的任意性,即介词的多个义项互不相关,没有内在联系。认知语言学为英语介词教学研究提供了新的视角,认知观对介词语义结构的分析更具理据性,其解释力更强。尤其是意象图式理论,使英语介词教学更加清晰明朗,对多义介词习得有明显的促进作用。本文试从认知的角度,基于意象图式分析初中英语常用8个介词in,on,at,above,over,under,below,within的语义结构和用法,以此挖掘该词各项语义间的联系。为此,作者开展了教学实验,旨在检测基于意象图式理论的初中英语介词复习教学效果。本文以广州华美学校初三(2)班和初三(3)班为研究对象,在实验班采用基于意象图式理论的介词复习教学,从认知学的角度运用意象图式对介词惯用法做出合理的解释,在对照班采用常规的教学方法,即以翻译解释为主的教学方法,进行为期6周的教学实验。本课题的具体研究问题包括:1)基于意象图式理论的初中英语介词教学是否能够提高初中生的介词习得效果?2)学生对基于意象图式理论的初中英语介词教学方式的接受度如何?实验结果表明,实验组以意象图式为基础的介词复习教学效果明显优于控制组以举例翻译讲解为基础的介词复习教学。通过实验数据对比分析,实验组学生八个介词习得取得了显著进步,控制组没有显著进步。实验组学生高度接受基于意象图式的介词复习教学方式。本研究结果对初中英语介词复习教学具有重要的现实意义。将会把学习者从死记硬背中解放出来,对初中英语介词复习教学具有很好的启示作用。
[Abstract]:Preposition is one of the most active parts of speech in English, and the complexity of its usage brings great trouble to English learners. Traditional preposition teaching often gives the meaning of preposition and then explains it with examples. However, the distinction between prepositions is often ambiguous. This is due to the traditional semantic study that English spatial prepositions have strong arbitrariness, that is, the multiple meanings of prepositions are not related to each other. Cognitive linguistics provides a new perspective for the study of English preposition teaching. The cognitive view is more motivated and more powerful in explaining the semantic structure of prepositions, especially the theory of image schema. This paper attempts to analyze the semantic structure and usage of 8 common prepositions in junior high school English from the perspective of cognition and image schema. In order to explore the semantic connections of the word, the author carried out a teaching experiment. The purpose of this paper is to examine the teaching effect of English preposition review in junior high school based on image schema theory. This paper takes the classes of Grade 2 and Grade 3 of Guangzhou Huamei School as the research objects, and adopts the preposition review teaching based on the theory of image schema in the experimental class. From the perspective of cognitive science, the preposition idiom is explained reasonably by image schema, and the conventional teaching method is adopted in the control class, that is, the translation interpretation is the main teaching method. A six-week teaching experiment was conducted. The specific research questions in this topic include: 1) can the teaching of English prepositions in junior high school based on image schema theory improve the acquisition of prepositions of junior high school students? 2) how well do the students accept the teaching method of English prepositions in junior high school based on image schema theory? The results show that the teaching effect of preposition review based on image schema in the experimental group is obviously better than that in the control group based on illustrative translation and explanation. In the experimental group, significant progress was made in the acquisition of eight prepositions. No significant progress was made in the control group. The students in the experimental group were highly receptive to the teaching method of preposition review based on image schema. The results of this study are of great practical significance to the teaching of English prepositions in junior high school. Free from the hard back, It has a good enlightening effect on the review of English prepositions in junior high school.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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