英語(yǔ)習(xí)語(yǔ)（English idiom）是指那些長(zhǎng)期以來(lái)相沿習(xí)用、結(jié)構(gòu)固定、含義特殊的短語(yǔ)或句子。成語(yǔ)、俗語(yǔ)、諺語(yǔ)、俚語(yǔ)、典故、慣用語(yǔ)、短語(yǔ)動(dòng)詞以至格言、歇后語(yǔ)和時(shí)髦語(yǔ)都?xì)w為習(xí)語(yǔ)系列。習(xí)語(yǔ)作為一種獨(dú)特的語(yǔ)言表達(dá)方式,在日常語(yǔ)言交流中使用頻繁、廣泛,對(duì)它的掌握往往是英語(yǔ)學(xué)習(xí)者對(duì)于一種語(yǔ)言掌握程度的標(biāo)志。然而由于習(xí)語(yǔ)本身所具有的一些詞匯特征、隱喻性表達(dá)方式以及相應(yīng)的文化、社會(huì)屬性,往往使學(xué)生感到習(xí)語(yǔ)很難理解和掌握,有時(shí)即使“死記硬背”,還是收效甚微,所以在實(shí)際應(yīng)用中多把習(xí)語(yǔ)作為一種固定結(jié)構(gòu)加以模仿、套用。對(duì)此英語(yǔ)教師同樣感到困惑與無(wú)奈,習(xí)語(yǔ)在成為詞匯教學(xué)核心內(nèi)容的同時(shí)也成為教學(xué)中的難點(diǎn)。從以往二語(yǔ)習(xí)得的教學(xué)實(shí)踐看來(lái),習(xí)語(yǔ)的習(xí)得速度最慢,教學(xué)效果也相對(duì)較差,可見(jiàn)傳統(tǒng)的習(xí)語(yǔ)教學(xué)方法已經(jīng)難以適應(yīng)目前的習(xí)語(yǔ)教學(xué)需求。Lakoff&Johnson （1980,1993）提出的概念隱喻理論為習(xí)語(yǔ)習(xí)得研究提供了一個(gè)全新的視角。概念隱喻理論作為認(rèn)知語(yǔ)言學(xué)等多學(xué)科的一個(gè)重要研究成果,不僅從理論上更新了習(xí)語(yǔ)的認(rèn)知理念,同時(shí)進(jìn)一步明確了習(xí)語(yǔ)的語(yǔ)義理?yè)?jù),指出概念隱喻理論是習(xí)語(yǔ)重要的語(yǔ)義理論基礎(chǔ),習(xí)語(yǔ)的語(yǔ)義是... 

【文章來(lái)源】：東北林業(yè)大學(xué)黑龍江省 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Research Background
    1.2 Research Objectives and Significance
        1.2.1 Objectives
        1.2.2 Significance
    1.3 The Originality of Research
    1.4 Summary
2 Literature Review
    2.1 Conceptual Metaphor
    2.2 Characteristics of Conceptual Metaphor
    2.3 The Relationship between the Conceptual Metaphor and Idiom
    2.4 The Relationship between the Conceptual Metonymy, Conventional Knowledge andIdioms
        2.4.1 Conceptual Metonymy in Cognitive Domain
        2.4.2 Conventional Knowledge in Cognitive Domain
    2.5 Overseas and Domestic Research Status
        2.5.1 Overseas Research Status
        2.5.2 Domestic Research Status
    2.6 Summary
3 The Necessity and Feasibility of Introducing
    3.1 The Definition of Idiom
    3.2 Classification of Idiom
    3.3 The Cognitive Motivation of Idiom
        3.3.1 Traditional Cognitive Concept of Idiom
        3.3.2 Idiom Cognition Based on Conceptual Metaphor
        3.3.3 Theoretical Basis of Idiom Cognitive Motivation
        3.3.4 The Cognitive Mechanism of Idiom
    3.4 Cultural and Social Attributes of Idiom
        3.4.1 Cultural Attributes of Idiom
        3.4.2 Social Attributes of Idiom
    3.5 Problems of Idiom Teaching and Reasons
    3.6 The Necessity of Introducing Conceptual Metaphor into Idiom Teaching
    3.7 The Theoretical Basis of Introducing Conceptual Metaphor into Idiom Teaching
    3.8 Summary
4 Methodology
    4.1 Research Hypothesis
    4.2 Participants
    4.3 Instruments
        4.3.1 Materials
        4.3.2 Pre-test paper
        4.3.3 Teaching process
        4.3.4 Post-test paper
    4.4 Results of pre-test and post-test
        4.4.1 Results of pre-test
        4.4.2 Results of post-test
5 The Idiom Teaching Strategies Based on Conceptual Metaphor
    5.1 Implied Cultural Background of Idioms
    5.2 The Cultivation of Metaphoric Competence
    5.3 The Guidance of Conceptual Reorganization
    5.4 he Accumulation of Metaphoric Cognitive Experience
    5.5 The Improvement of Metaphoric Innovation Competence
    5.6 Suggestions on Idiom Teaching
    5.7 Summary
6 Some Advice for Idiom Learners
    6.1 Grasping the Cultural Background of Idiom
    6.2 Accumulating the Examples of Idiom Metaphoric Expression
    6.3 Broadening the Metaphoric Thinking Perspective
    6.4 Enhancing Comprehensive Competence of Language
    6.5 Summary
7 Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Publications During M.A. Study
Acknowledgements


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