短語(yǔ)動(dòng)詞是英語(yǔ)外語(yǔ)學(xué)習(xí)者所面臨的巨大挑戰(zhàn),因?yàn)槎陶Z(yǔ)動(dòng)詞不具系統(tǒng)性,難以掌握。短語(yǔ)動(dòng)詞學(xué)習(xí)的主要困難在于其語(yǔ)義不透明性和多義性。受形式主義語(yǔ)言學(xué)和行為主義理論影響,短語(yǔ)動(dòng)詞被認(rèn)為是具有高度習(xí)語(yǔ)性的預(yù)制語(yǔ)塊,只能通過機(jī)械記憶進(jìn)行學(xué)習(xí),耗時(shí)費(fèi)力。認(rèn)知語(yǔ)言學(xué)的發(fā)展使小品詞認(rèn)知理?yè)?jù)的重要性逐漸被認(rèn)識(shí)。在短語(yǔ)動(dòng)詞教學(xué)中呈現(xiàn)小品詞的認(rèn)知網(wǎng)絡(luò)具有積極影響。盡管使用小品詞認(rèn)知理?yè)?jù)進(jìn)行短語(yǔ)動(dòng)詞教學(xué)的研究為數(shù)不少,但是鮮有研究關(guān)注到直接呈現(xiàn)小品詞語(yǔ)義網(wǎng)絡(luò)和通過發(fā)現(xiàn)學(xué)習(xí)法幫助學(xué)習(xí)者提升自身的概念建構(gòu)能力以理解小品詞語(yǔ)義網(wǎng)絡(luò)之間的差別。此外,小品詞不同種類的邊緣義項(xiàng)的認(rèn)知差異也需要進(jìn)一步研究。本文比對(duì)并分析了短語(yǔ)動(dòng)詞教學(xué)的三種不同教學(xué)方法的教學(xué)效果:傳統(tǒng)教學(xué)法、認(rèn)知演繹教學(xué)法和認(rèn)知?dú)w納教學(xué)法,旨在認(rèn)知語(yǔ)言學(xué)和發(fā)現(xiàn)學(xué)習(xí)的理論框架內(nèi),尋求針對(duì)中國(guó)學(xué)習(xí)者的更有效、更合適的教學(xué)方法以及小品詞不同類型的意義的遷移策略。本研究以山東某重點(diǎn)大學(xué)73名一年級(jí)非英語(yǔ)專業(yè)本科生為受試,將其隨機(jī)分-為三組,并分別對(duì)其施以不同的教學(xué)方法�？刂平M接受傳統(tǒng)教學(xué)法教學(xué)干預(yù)。另外兩個(gè)實(shí)驗(yàn)組接受以認(rèn)知語(yǔ)言學(xué)理論為基礎(chǔ)的教學(xué),強(qiáng)調(diào)三個(gè)目標(biāo)小品詞o...

【文章頁(yè)數(shù)】：246 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Research background
    1.2 Significance of the study
    1.3 Organization of the dissertation
Chapter 2 Literature Review
    2.1 Definition of phrasal verbs
    2.2 Classification of phrasal verbs
    2.3 Complex properties of phrasal verbs
    2.4 Applications of cognitive motivation in vocabulary teaching
    2.5 Phrasal verbs in the cognitive linguistic perspective
        2.5.1 Polysemous semantic networks of prepositions
        2.5.2 Cognitive motivations of particles
    2.6 Pedagogical studies of phrasal verbs
        2.6.1 Problems in teaching phrasal verbs
        2.6.2 CL-inspired method versus traditional method
        2.6.3 Teaching approaches to phrasal verbs
    2.7 Research gap
Chapter 3 Theoretical Underpinnings
    3.1 Image Schema
    3.2 Conceptual metaphor theory
    3.3 Categorization and prototype theory
    3.4 Discovery Learning
    3.5 Hypotheses of this study
Chapter 4 Research Methodology
    4.1 Participants
    4.2 Materials and instruments
        4.2.1 Criterion of particle selection
        4.2.2 Handouts
        4.2.3 Power Points
        4.2.4 Lesson plans and justifications
        4.2.5 Test design
    4.3 Procedure
        4.3.1 The pilot study
        4.3.2 The formal study
    4.4 Data collection
Chapter 5 Results
    5.1 Comparison of the traditional and the CL-inspired teaching methods
        5.1.1 The immediate test
        5.1.2 The 3-day delayed posttest
        5.1.3 The 10-day delayed posttest
    5.2 Comparison of the two cognitive teaching methods
        5.2.1 The immediate test
        5.2.2 The 3-day delayed posttest
        5.2.3 The 10-day delayed posttest
    5.3 Prototypical and peripheral senses
    5.4 Lower-level and Higher-level peripheral senses
Chapter 6 Discussion
    6.1 Traditional versus CL-inspired teaching methods
    6.2 Deductive versus inductive teaching methods
    6.3 Prototypical versus peripheral senses
    6.4 Lower-level versus higher-level peripheral senses
Chapter 7 Pedagogical implications
    1. CL-inspired teaching approach should be integrated into the teaching of phrasal verbs
    2. Deductive explicit instruction and explanations of cognitive motivations of particles should be focused upon teaching phrasal verbs, with the guided discovery teaching method as a facilitative method
    3. Figurative thinking of learners should be cultivated
    4. Guided discovery learning could be a great help in language class
Chapter 8 Conclusion
    8.1 Major findings of the study
    8.2 Contributions of the study
    8.3 Limitations of the study
    8.4 Suggestions for further research
References
Appendices
    Appendix 1
    Appendix 2
    Appendix 3
    Appendix 4
    Appendix 5
Acknowledgements
Publications
學(xué)位論文評(píng)閱及答辯情況表



本文編號(hào)：3943859