基于概念隐喻理论的初中英语多义词教学实证研究

发布时间：2018-06-08 18:39

本文选题：概念隐喻 + 多义词　；参考：《山西师范大学》2017年硕士论文

【摘要】：多义词是指同一个词汇形式和两个或两个以上意义对应的现象,是普遍存在的语言现象。对于广大的英语教师和英语学习者来说,多义词教学一直是词汇教学的重中之重。然而当前的初中生英语多义词习得现状却不尽人意。教师通常采用传统的多义词教学方法,忽略了多义词不同义项之间的关系,缺乏系统性。学生的记忆方法机械单一,费时低效,不能准确理解和运用所学词汇。与此同时,这一问题还影响着学生对句子的深层含义的理解,从而限制了学生语篇能力的提高。20世纪80年代,随着隐喻研究进入认知范畴,作为人类语言本质以及根本思维和认知方式之一的隐喻,也开始进入外语学习的研究领域。隐喻的本质是通过人类的认知和推理将一个概念域系统地、对应地投射映合到另一个概念域,从而建立不同概念之间的相互联系。它是语言扩展词义的重要方式之一,也是我们理解语言、思想和语篇结构的核心。因此有必要探究把概念隐喻应用到初中英语多义词教学中,为初中词汇教学提供新视角。本研究主要以概念隐喻理论为基础,以意象图式理论和原型理论为辅助,对初中生的多义词教学进行实证研究。主要研究问题如下:1.以概念隐喻理论指导的多义词教学是否能够促进学生词汇知识的应用以及促进学生的长时记忆?2.以概念隐喻理论指导的多义词教学是否可以改善学生的语篇能力?本研究以山西省运城市新绛县古交中学初三年级两个平行班的90名学生作为研究对象。在实验班中,多义词教学在概念隐喻理论指导下进行;在控制班中,则采用传统的教学方法教授单词。在历时16周的实证研究后,作者运用SPSS17.0对此次实验中的调查问卷、词汇测试和阅读测试的数据进行分析和总结。研究结果表明,概念隐喻理论对词汇教学起到了积极作用,它不仅有利于学生高效准确地对词汇知识进行理解和应用,还有助于加深学生对于词汇的长时记忆;同时有助于帮助学生理解句子的深层含义,把握文章的宏观结构,从而改善学生的语篇能力。虽然本研究还存在一些局限性,但仍然为初中多义词教学提供了可行性建议,为英语教学带来了一定的积极作用。
[Abstract]:Polysemy refers to a phenomenon corresponding to two or more meanings of the same lexical form and is a common linguistic phenomenon. For English teachers and English learners, polysemy teaching has always been the most important part of vocabulary teaching. However, the current situation of junior high school students' acquisition of polysemous words is unsatisfactory. Teachers usually use traditional polysemous words teaching method, ignoring the relationship between polysemous words' different meanings, lacking of systematicness. Students' memory methods are mechanical, time-consuming and inefficient, unable to accurately understand and use the vocabulary learned. At the same time, this problem also affects the students' understanding of the deep meaning of sentences, thus limiting the improvement of students' textual competence. In the 1980s, the study of metaphor entered the cognitive category. Metaphor, which is the essence of human language and one of the fundamental ways of thinking and cognition, has also entered the field of foreign language learning. The essence of metaphor is to project one concept domain systematically and corresponding to another concept domain through human cognition and reasoning to establish the interrelation between different concepts. It is one of the important ways for language to expand the meaning of words. It is also the core of our understanding of language, thought and discourse structure. Therefore, it is necessary to explore the application of conceptual metaphor to the teaching of polysemous words in junior high school, in order to provide a new perspective for vocabulary teaching in junior high school. Based on the theory of conceptual metaphor and the theory of image schema and prototype, this study makes an empirical study on polysemy teaching of junior high school students. The main research questions are as follows: 1. Whether the polysemy teaching guided by conceptual metaphor theory can promote the application of students' vocabulary knowledge and promote students' long-term memory. Can the teaching of polysemous words guided by Conceptual metaphor Theory improve students' textual competence? In this study, 90 students from two parallel classes in Grade 3 of Jiangjiao Middle School in Jiangxian County, Yuncheng City, Shanxi Province were selected as the research objects. In the experimental class, polysemy teaching is conducted under the guidance of conceptual metaphor theory, while in the control class, the traditional teaching method is used to teach the words. After 16 weeks of empirical research, the author uses SPSS 17.0 to analyze and summarize the data of questionnaire, vocabulary test and reading test. The results show that Conceptual metaphor Theory plays a positive role in vocabulary teaching. It is not only helpful for students to understand and apply vocabulary knowledge efficiently and accurately, but also helps to deepen students' long-term memory of vocabulary. At the same time, it can help students to understand the deep meaning of sentences, grasp the macro structure of the text, and improve the students' discourse ability. Although the present study has some limitations, it still provides some feasible suggestions for the teaching of polysemous words in junior high school, and brings some positive effects to English teaching.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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