概念隱喻廣泛存在人們的日常生活中,是溝通具體源域和抽象目標(biāo)域的橋梁。它是人們思維中的意象圖式,在遵循不變原則和目標(biāo)域優(yōu)先原則下,通過源域去理解目標(biāo)域,構(gòu)建源域向目標(biāo)域的跨隱喻映射。概念隱喻理論常常應(yīng)用于英語詞匯教學(xué)中,尤其存在于一詞多義、習(xí)語和詞匯的文化蘊(yùn)含中,有助于詞匯的學(xué)習(xí)。在大學(xué)英語詞匯教學(xué)中,大多數(shù)學(xué)生花費(fèi)很多時(shí)間學(xué)習(xí)詞匯,而收獲較少。本文以概念隱喻理論為視角展開了對大學(xué)英語詞匯教學(xué)的實(shí)證研究。本文的研究問題有三：一,概念隱喻理論怎樣影響大學(xué)英語詞匯教學(xué)?二是隱喻意識(shí)和隱喻能力怎樣影響詞匯學(xué)習(xí)?三是概念隱喻理論對詞匯長期記憶和詞匯習(xí)得能力造成什么樣的影響?本研究是以60位非英語專業(yè)大二學(xué)生為被試,分為實(shí)驗(yàn)班和控制班,分別對兩個(gè)班級采取實(shí)驗(yàn)教學(xué)和傳統(tǒng)教學(xué)。通過一次前測和三次后測發(fā)現(xiàn)：第一,前測中兩個(gè)班級沒有顯著差異,在第一次后測中,控制班和實(shí)驗(yàn)班的平均成績分別是66.97和73.9,說明利用此理論進(jìn)行詞匯教學(xué),效果要優(yōu)于傳統(tǒng)詞匯教學(xué)。其次,通過分析兩次后測的統(tǒng)計(jì)結(jié)果,發(fā)現(xiàn)控制班和實(shí)驗(yàn)班的學(xué)生的平均成績分別從66.97和73.9上升到72.07和78.6,分?jǐn)?shù)提高幅度均相對較少,但... 

【文章來源】：南京師范大學(xué)江蘇省211工程院校

【文章頁數(shù)】：104 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Contents
List of Tables
List of Figures
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Significance
    1.3 Feasibility
    1.4 Organization
Chapter Two Literature Review
    2.1 Previous Studies on Conceptual Metaphor
        2.1.1 Abroad
        2.1.2 At Home
    2.2 Previous Studies on Foreign Language Vocabulary Teaching
        2.2.1 Abroad
        2.2.2 At Home
    2.3 Previous Studies on Conceptual Metaphor Theory with Foreign Language Vocabulary Teaching
        2.3.1 Abroad
        2.3.2 At Home
    2.4 Summary
Chapter Three Theoretical Framework
    3.1 Basic Notions
        3.1.1 Conceptual Metaphor
        3.1.2 Metaphorical Mapping
        3.1.3 Metaphorical Expression
        3.1.4 Metaphorcal Awareness
        3.1.5 Metaphorical Competence
        3.1.6 Polysemy
        3.1.7 Idiom
        3.1.8 Cultural Implication
    3.2 Relevant Theories
        3.2.1 Image Schema Theory
        3.2.2 The Invariance Principle
        3.2.3 Target Domain Overrides Principle
        3.2.4 Conceptual Fluency Theory
    3.3 Theoretical Framework of This Thesis
    3.4 Summary
Chapter Four The Application of Conceptual Metaphor Theory in Practice
    4.1 The Teaching of Polysemy
    4.2 The Teaching of Idioms
        4.2.1 Structural Metaphor and Idiom
        4.2.2 Ontological Metaphor and Idiom
        4.2.3 Orentational Metaphor and Idiom
    4.3 The Teaching of Cultural Implications
        4.3.1 Conceptual Metaphor and Cultural Similarity
        4.3.2 Conceptual Metaphor and Cultural Difference
        4.3.3 Conceptual Metaphor and Cultural Implications of Vocabulary
    4.4 Cultivation of Metaphorical Awareness
    4.5 Cultivation of Metaphorical Competence
    4.6 Summary
Chapter Five Empirical Study
    5.1 Research Questions
    5.2 Subjects
    5.3 Instruments
    5.4 Research Procedures
        5.4.1 Pretest
        5.4.2 Experimental Instructions
        5.4.3 Posttests
Chapter Six Results and Discussion
    6.1 Data Analysis of Pretest
    6.2 Data Analysis of Posttests
    6.3 Summary
Chapter Seven Concluslion
    7.1 Major Findings
    7.2 Pedagogical Implications
    7.3 Limitations
    7.4 Suggestions for Further Studies
Bibliography
Appendix Ⅰ Teaching Plans of Conceptual Metaphor
    Teaching Plan 1
    Teaching Plan 2
    Teaching Plan 3
    Teaching Plan 4
    Teaching Plan 5
Appendix Ⅱ Pretest
    Pretest Paper
Appendix Ⅲ Posttest
    Posttest Paper 1
    Posttest Paper 2
    Posttest Paper 3
Appendix Ⅳ List of Metaphorical Vocabulary for Both Two Classes
Acknowledgements


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期刊論文
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