基于概念隱喻理論的高中英語寫作教學(xué)研究
發(fā)布時間：2023-04-21 20:45
作為衡量語言輸出能力重要的一個環(huán)節(jié),寫作在英語學(xué)習(xí)中占據(jù)十分重要的地位。但是在當(dāng)前的高中英語教學(xué)中,寫作并未受到足夠的重視。在實習(xí)過程中,英語教學(xué)仍然以詞匯、句式搭配及語法的講解與練習(xí)為主,忽視對學(xué)生寫作能力的培養(yǎng),“仿,抄,背”是一貫的教學(xué)模式,對于寫作形成了自上而下的不重視。因而導(dǎo)致學(xué)生寫作習(xí)慣差,不能正確運用所學(xué)語法、詞匯和句型來組織句子;學(xué)生作文往往詞不達意,句式混亂且漢語色彩濃厚;篇章內(nèi)容千篇一律,缺乏邏輯性與連貫性,切題扣題能力不足。整篇文章就像小學(xué)生寫的看圖說話,七拼八湊,給人一種生硬的感覺。從本質(zhì)上講,是二語學(xué)習(xí)者的母語(即漢語)與目標(biāo)語(即英語)的隱喻認(rèn)知不同。概念隱喻是人類的一種思維方式和認(rèn)知工具,其本質(zhì)是跨概念域的系統(tǒng)映射。筆者認(rèn)為,通過隱喻,學(xué)生可以借助更具體的概念(如空間、實體等)去理解抽象的概念(如情感、思維等),因此將其運用到高中英語寫作教學(xué)中必然會對學(xué)生作文中詞匯表達的準(zhǔn)確性和豐富性、篇章內(nèi)容的創(chuàng)新性與連貫性產(chǎn)生重大作用。本論文試圖以Lakoff和Johnson提出的概念隱喻理論為指導(dǎo),培養(yǎng)學(xué)生的發(fā)散性思維,加強語篇連貫性,提升寫作能力;同時以期改變當(dāng)前...
【文章頁數(shù)】：60 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Studies Abroad
2.2 Srudies at Home
2.3 The Significance of the Paper
Chapter Three Theoretical Foundation
3.1 Metaphor
3.2 Conceptual Metaphor Theory
3.2.1 Definition of Conceptual Metaphor Theory
3.2.2 Classification of Conceptual Metaphor Theory
3.3 Mechanism of Conceptual Metaphor Theory
3.3.1 Metaphorical Mapping
3.3.2 Image Schema
Chapter Four Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaire
4.3.2 Pretest and Post-test
4.3.3 Interviews
4.4 Research Procedure
4.4.1 The Writing Teaching in Control Class
4.4.2 The Writing Teaching in Experimental Class
Chapter Five Data Analysis and Discussion
5.1 Analysis of Questionnaire
5.2 Analysis of the Tests
5.2.1 Analysis of the Pretest Scores
5.2.2 Analysis of the Post-test Scores
5.3 Analysis of Interviews
5.3.1 Analysis of the Pre-interview
5.3.2 Analysis of the Mid-interview
5.3.3 Analysis of the Post-Interview
5.4 Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4 Suggestions for Future Research
References
Appendix A Questionnaire
Appendix B Pre -test（前測）
Appendix C Post-test（后測）
Appendix D Interviews
Appendix E Short Essay
Appendix F Standards for Evaluation
Acknowledgements
本文編號：3796214
【文章頁數(shù)】：60 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Studies Abroad
2.2 Srudies at Home
2.3 The Significance of the Paper
Chapter Three Theoretical Foundation
3.1 Metaphor
3.2 Conceptual Metaphor Theory
3.2.1 Definition of Conceptual Metaphor Theory
3.2.2 Classification of Conceptual Metaphor Theory
3.3 Mechanism of Conceptual Metaphor Theory
3.3.1 Metaphorical Mapping
3.3.2 Image Schema
Chapter Four Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaire
4.3.2 Pretest and Post-test
4.3.3 Interviews
4.4 Research Procedure
4.4.1 The Writing Teaching in Control Class
4.4.2 The Writing Teaching in Experimental Class
Chapter Five Data Analysis and Discussion
5.1 Analysis of Questionnaire
5.2 Analysis of the Tests
5.2.1 Analysis of the Pretest Scores
5.2.2 Analysis of the Post-test Scores
5.3 Analysis of Interviews
5.3.1 Analysis of the Pre-interview
5.3.2 Analysis of the Mid-interview
5.3.3 Analysis of the Post-Interview
5.4 Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4 Suggestions for Future Research
References
Appendix A Questionnaire
Appendix B Pre -test（前測）
Appendix C Post-test（后測）
Appendix D Interviews
Appendix E Short Essay
Appendix F Standards for Evaluation
Acknowledgements
本文編號：3796214
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