概念隐喻理论在高中英语词汇教学中的应用研究

发布时间：2018-04-10 23:13

本文选题：隐喻 + 概念隐喻理论　；参考：《聊城大学》2014年硕士论文

【摘要】：本文是关于概念隐喻理论在高中英语词汇教学中应用的研究。传统观点认为隐喻只是一种和诗歌、修辞有关的语言现象。1980年，在《我们赖以生存的隐喻》一书中，莱考夫和约翰逊提出了概念隐喻理论，并从认知的角度阐释了隐喻现象，此书也被誉为隐喻研究的里程碑。现在隐喻观点认为隐喻不仅是一种修辞手段，还是人类思考和认知的方式，在塑造人们认知系统中发挥重要作用。莱考夫和约翰逊提出，概念隐喻是基于人们行为和思维从一个认知领域到另一认知领域的映射的人类语言普遍现象。一般来讲，人们通过概念隐喻感知世界和交流。概念隐喻理论认为隐喻普遍存在于人类语言中，是人类不可缺少的认知方式，它与语言教学特别是词汇教学密切相关。词汇教学在英语教学中具有举足轻重的作用，词汇量的多少在某种程度上制约着学习者的英语学习效率及语言运用水平。不同的词汇教学方式会对词汇学习产生不同影响，有效的词汇教学不仅能把目标词汇展示给学习者，使他们知道学习的内容，了解词汇学习的目标和任务，而且通过词汇教学各个步骤的操作实施,以及呈现环节所提供的丰富词汇信息，能加深学习者对目标词汇的感知印象,并方便以后在需要时的提取和激活。因此，，在目前的高中英语教学中，词汇教学一直是一个比较受关注的话题。认知语言学是语言研究的一个新的发展方向，概念隐喻理论为我们提供一个外语学习的新视角。鉴于此，本研究从理论与实验两方面来探究概念隐喻理论对英语词汇教学的作用，希望借此帮助解决高中英语词汇教学“费时低效”的问题，提高教学效率，激发学生的学习兴趣。本研究以概念隐喻理论为基础，以高中英语课堂学习为背景，以理论与实证研究为支撑去探讨概念隐喻理论在高中英语词汇教学中的作用。本研究将在一定程度上为高中英语词汇教学提供有益的启示并开辟新的途径，同时，也对概念隐喻理论与高中英语词汇教学具有重要的理论意义。论文由五章组成。第一章是引言部分，介绍研究的\基本情况，包括研究的背景、目的、意义、内容、研究的问题和方法。第二章是文献综述部分，主要介绍概念隐喻的定义、分类、特征和工作机制，国内外概念隐喻理论与词汇教学的研究成果及现状。第三章为研究过程。包括研究的设计思路、研究目的、研究对象、研究工具、研究过程及数据收集。第四章数据分析与讨论包括前测数据分析、后测数据分析、前后测数据检验分析和实验讨论。第五章是结论部分，主要阐述研究成果、研究不足之处以及展望。
[Abstract]:This paper is about the application of Conceptual metaphor Theory in English vocabulary teaching in senior high school.Traditionally, metaphor is only a linguistic phenomenon related to poetry and rhetoric. In 1980, in metaphor for our Survival, Lakoff and Johnson put forward the theory of conceptual metaphor and explained the phenomenon of metaphor from the perspective of cognition.This book is also regarded as a milestone in the study of metaphor.Metaphorical view holds that metaphor is not only a rhetorical device, but also a way of human thinking and cognition, which plays an important role in shaping people's cognitive system.Lakoff and Johnson put forward that conceptual metaphor is a universal phenomenon of human language based on the mapping of human behavior and thinking from one cognitive field to another.Generally speaking, people perceive the world and communicate through conceptual metaphor.Conceptual metaphor theory holds that metaphor is an indispensable cognitive mode in human language and is closely related to language teaching, especially vocabulary teaching.Vocabulary teaching plays an important role in English teaching. To some extent, vocabulary size restricts learners' English learning efficiency and language use level.Different ways of vocabulary teaching have different effects on vocabulary learning. Effective vocabulary teaching can not only show the target vocabulary to the learners, but also make them know the content of the learning and the goals and tasks of the vocabulary learning.Moreover, through the operation of each step of vocabulary teaching and the abundant vocabulary information provided by the presentation link, it can deepen the learners' perception of the target vocabulary and facilitate the extraction and activation of the target vocabulary in the future.Therefore, vocabulary teaching has always been a topic of concern in senior high school English teaching.Cognitive linguistics is a new direction in language research. Conceptual metaphor theory provides us with a new perspective in foreign language learning.In view of this, the present study explores the effect of conceptual metaphor theory on English vocabulary teaching from both theoretical and experimental aspects, hoping to help solve the problem of "time-consuming and inefficient" English vocabulary teaching in senior high schools and improve teaching efficiency.Stimulate students' interest in learning.This study is based on conceptual metaphor theory, on the background of high school English classroom learning, and on theoretical and empirical research to explore the role of conceptual metaphor theory in senior high school English vocabulary teaching.To some extent, this study will provide some useful enlightenment and new approaches for senior high school English vocabulary teaching. At the same time, it will also be of great theoretical significance to conceptual metaphor theory and English vocabulary teaching in senior high school.The paper consists of five chapters.The first chapter introduces the background, purpose, significance, content, problems and methods of the research.The second chapter is a literature review, which mainly introduces the definition, classification, characteristics and working mechanism of conceptual metaphor, as well as the research results and present situation of conceptual metaphor theory and vocabulary teaching at home and abroad.The third chapter is the research process.Including the design ideas, research purposes, research objects, research tools, research process and data collection.The fourth chapter includes pre-test data analysis, post-test data analysis, pre-test data analysis and experimental discussion.The fifth chapter is the conclusion part, mainly elaborates the research achievement, the research deficiency and the prospect.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.41

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