詞匯學習對語言習得與學習起著重要作用。這一點已被學者，老師與學生所公認。同時，各種考核標準，如大學英語4,6級考試，對大學生的詞匯要求也逐漸增加。于是教師努力教學詞匯，同時學生也花大量時間學習詞匯，但學生掌握詞匯的效果并不明顯。在聽說讀寫中，大量學生仍然受詞匯的困擾。如何解決這一問題？概念隱喻為人們提供了一種理解記憶詞匯的新方法。根據(jù)概念隱喻理論，隱喻在我們的生活中無處不在。它不僅存在于我們的語言中，人們的思維和行動本質(zhì)上都是隱喻性的。隱喻作為一種認知工具而語言是人們認知的產(chǎn)物，可見隱喻與語言之間有著密切的關系。因此，本文通過介紹隱喻作為一種認知工具，為老師和學生改進英語詞匯教與學提供新的渠道。隱喻可以從認知的角度改進英語詞匯教學。為此，本文在概述概念隱喻與外語教學的研究現(xiàn)狀及介紹概念隱喻理論的基礎上，結(jié)合目前教師與學生在詞匯教與學中所面臨的問題，從實證的角度探討在大學英語詞匯教學中應用概念隱喻能否有助于學生更深刻地理解和記憶詞匯的問題。筆者對重慶科技學院控制班和實驗班的學生進行為期一學期的教學對比實驗。通過實驗數(shù)據(jù)對比分析，結(jié)果表明：在英語詞匯教學中運用概念隱喻有助于學生更深刻地理解... 

【文章來源】：重慶師范大學重慶市

【文章頁數(shù)】：67 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Contents
Chapter One Introduction
    1.1 Research Background
    1.2 Significance and Purpose of the Research
        1.2.1 The Significance of the Research
        1.2.2 The Purpose of the Research
    1.3 The Structure of the Thesis
Chapter Two Literature Review
    2.1 A Historical Retrospect of the Studies of Foreign Vocabulary Teaching Abroad
    2.2 Studies of Foreign Vocabulary Teaching in China
    2.3 Studies Abroad on Appling Conceptual Metaphor Theory to Foreign Language Vocabulary Teaching
    2.4 Studies on Applying Conceptual Metaphor Theory to Foreign Language Vocabulary Taching in China
Chapter Three Conceptual Metaphor Theory
    3.1 Definition of Conceptual Metaphor
    3.2 The Working Mechanism of Conceptual Metaphor
    3.3 The Classification of Conceptual Metaphor
        3.3.1 Orientational Metaphor
        3.3.2 Ontological Metaphor
        3.3.3 Structural Metaphor
Chapter Four An Analysis of Conceptual Metaphor Theory in English Vocabulary Teaching
    4.1 Polysemous Words Analysis
    4.2. Idiomatic Expressions Analysis
    4.3 Cultural Implications
Chapter Five An Empirical Study
    5.1 Hypothesis
    5.2 Subjects
    5.3 Methods and Instruments
    5.4 Procedures
        5.4.1 Pretest
        5.4.2 Procedures of the Teaching Experiment
        5.4.3 Posttest
    5.5 Data Collection and Analysis
        5.5.1 Data Collection
        5.5.2 Data Analysis
Chapter Six Conclusion
    6.1 Findings of the Research
    6.2 The Pedagogical Implications
        6.2.1. Developing Students’ metaphorical Thinking
        6.2.2. Giving Priority to Basic Words and Analyzing the Polysemous Words and Some Word Formation
        6.2.3. Constructing Conceptual Metaphor Models
        6.2.4. Understanding Some Usages Based on Our Experience and Concrete Things
        6.2.5. Connecting Vocabulary Teaching with Culture
    6.3 Limitations of the Present Research
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D
Acknowledgements



本文編號：3252614