基于概念隐喻理论的教学对高中生英语多义词习得影响的实验研究

发布时间：2018-03-05 17:45

本文选题：概念隐喻理论　切入点：多义词　出处：《广州大学》2017年硕士论文　论文类型：学位论文

【摘要】：一词多义是语言学习中的普遍现象,多义词教学也是英语词汇教学中的一个重点和难点。然而在我国传统的英语多义词教学中,教师要么要求学生死记硬背,要么要求他们根据语境去推测义项,这些方法导致了多义词的教学效果并不理想。认知语言学的发展使得人们逐渐认识到多义词的各个义项之间是有理据的,越来越多的认知语言学家认为一词多义主要是通过隐喻或者转喻的认知思维方式来实现的。本文以Lakoff和Johnson的概念隐喻理论为基础,对高中生的多义词习得进行实验研究。本文试图回答以下两个问题:(1)基于概念隐喻理论的教学能否提高学生对目标多义词的理解?(2)基于概念隐喻理论的教学能否提高学生对目标多义词的产出?本文采用两种不同的教学方法,对广州市越秀外国语学校的高二(7)班和高二(8)班的学生进行了为期6周的对比教学实验,即在实验班(33人)运用概念隐喻教学的方法,在对照班(31人)运用常规的词汇教学法。实验后,利用SPSS分析三次及时测试和三次延时测试所得的均值数据,结果发现:1)概念隐喻教学能够促进高中生对目标多义词的理解。2)概念隐喻教学也能促进高中生对目标多义词的产出。因此,将概念隐喻理论运用到多义词教学可以促进学生习得多义词,并且有利于减轻高中生的多义词学习负担。
[Abstract]:Polysemy is a common phenomenon in language learning, and polysemy teaching is also an important and difficult point in English vocabulary teaching. However, in traditional English polysemy teaching in China, teachers either require students to memorize by rote. Either they are asked to speculate on meanings according to context, which leads to the unsatisfactory teaching effect of polysemous words. The development of cognitive linguistics makes people realize that there are reasons for polysemous meanings. More and more cognitive linguists believe that polysemy is mainly realized through the cognitive thinking of metaphor or metonymy. This paper is based on the conceptual metaphor theory of Lakoff and Johnson. This paper attempts to answer the following two questions: 1) can the teaching based on Conceptual metaphor Theory improve students' understanding of target polysemous words? 2) can the teaching based on Conceptual metaphor Theory improve the students' output of target polysemous words? Using two different teaching methods, this paper carries out a six-week comparative teaching experiment on the students of Grade 7 (Grade 2) and Grade 2 (8) of Yuexiu Foreign language School in Guangzhou, that is, 33 students in the experimental class) using conceptual metaphor teaching method. After the experiment, SPSS was used to analyze the mean data obtained from three timely tests and three delay tests. The results show that conceptual metaphor teaching can promote the understanding of target polysemous words in high school students. 2) Conceptual metaphor teaching can also promote the production of target polysemous words in senior high school students. Applying Conceptual metaphor Theory to polysemy teaching can promote students to acquire polysemous words and help to lighten the burden of polysemous words in senior high school students.
【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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