本研究旨在研究基于概念隱喻理論的教學方法對高中生英語習語學習的影響。研究包括學前測試,課堂教學,隨堂測試,學后測試。本研究共探討兩個研究問題:1.基于概念隱喻理論的教學方法對高中生英語習語學習產生何種影響?2.和傳統(tǒng)教學方法相比,基于概念隱喻理論的教學方法對高中生英語習語學習的影響是否存在差異?3.學生對基于概念隱喻理論的教學方法有何評價反饋?本實驗實驗對象為南通某中學高三年級兩個自然班的90名學生,其中一個為實驗班,另一個為控制班。為了測量被試的習語水平,筆者進行了前測。結果表明他們對英語習語的掌握都處在一個較低的水平,且沒有明顯差異。在接下來的6周里,筆者基于概念隱喻理論對實驗班進行習語教學,對控制班采取傳統(tǒng)教學方法。六周教學之后,進行學后測試以檢驗兩種教學方法對學生習語學習效果影響。最后,收集并分析實驗組學生對新教學方法的反饋。具體研究結果如下:首先,基于概念隱喻理論的教學方法有助于促進高中生英語習語的學習和使用。與前測相比,在后測中實驗班成績明顯高于前測。其次,與傳統(tǒng)教學方法相比,基于概念隱喻的教學方法能夠幫助高中生更好地提高習語學習和使用。從學后測試來看,實驗班學生成績明顯高...

【文章頁數(shù)】：70 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Significance and Purpose of the Study
    1.2 General Structure of the Thesis
Chapter Two Literature Review
    2.1 Conceptual Metaphor Theory
        2.1.1 Definition
        2.1.2 Classification of Conceptual Metaphors
            2.1.2.1 Orientational Metaphor
            2.1.2.2 Ontological Metaphor
            2.1.2.3 Structural Metaphor
        2.1.3 Working Mechanism of Conceptual Metaphor
        2.1.4 Characteristics of Metaphor
            2.1.4.1 The Pervasiveness of Metaphor
            2.1.4.2 The Systematicness of Metaphor
    2.2 Idioms
        2.2.1 Definitions of Idioms
        2.2.2 Characteristics of Idioms
    2.3 Related Studies
        2.3.1 Related Studies of Conceptual Metaphor in Foreign Countries
        2.3.2 Related Studies of Conceptual Metaphor in China
        2.3.3 Studies of English Idioms on Conceptual Metaphor in High School Students
    2.4 Conclusion
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Designs
        3.2.1 Quantitative Design
            3.2.1.1 Participants
            3.2.1.2 Materials
            3.2.1.3 Instruments
            3.2.1.4 Treatment
            3.2.1.5 Data Processing and Analysis
        3.2.2 Qualitative design
            3.2.2.1 Subjects
            3.2.2.2 Instrument
            3.2.2.3 Data Collection and Data Analysis
Chapter Four Results and Discussion
    4.1 The Effects of Conceptual Metaphor on the Senior High School Students' Learning ofEnglish Idioms
    4.2 The Difference between the Conceptual Metaphoric Approach and the TraditionalMethod in Terms of the Senior High School Students' Learning of English Idioms
    4.3 Students' Feedbacks about the New Teaching Approach
        4.3.1 Helping Cultivate their Conceptual Metaphoric Awareness
        4.3.2 Allowing Students to Develop an Interest in Learning English Idioms
        4.3.3 Helping Students Remember English Idioms for a Much Longer Time
        4.3.4 Negative Effects of the Conceptual Metaphor
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Implications
    5.3 Limitations and Suggestions for Further Studies
References
Appendix Ⅰ Pretest
Appendix Ⅱ Immediate Post-test
Appendix Ⅲ Delayed Post-test
Appendix Ⅳ Learning Materials about Idioms and Conceptual Metaphors



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