發(fā)布時(shí)間：2018-06-27 02:57

  本文選題：隱喻 + 概念隱喻��； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：隱喻在我們的生活中無處不在。Lakoff and Johnson(1980)認(rèn)為,作為一種日常語言和思維的常見手段,隱喻也是理解自我和認(rèn)識(shí)世界的手段,我們?cè)跐撘庾R(shí)中自動(dòng)就使用它,而且,它往往是不可替代的。語言由形、音、義三大要素組成。其中,外語學(xué)習(xí)者的詞匯能力直接影響其聽、說、讀、寫等各項(xiàng)語言技能的發(fā)展。但在高中英語的實(shí)際教學(xué)中,現(xiàn)行的高中英語教材詞匯密度大,復(fù)現(xiàn)率低,而且學(xué)校和教師面臨著高考的壓力與急于完成教學(xué)任務(wù),學(xué)生詞匯能力的培養(yǎng)往往會(huì)被忽視,學(xué)生記憶詞匯的方法單一而生硬,效果并不明顯。多年來,專家學(xué)者一直致力于英語詞匯教學(xué)的研究,并取得了豐富的成果。二十世紀(jì)七十年代,認(rèn)知語言學(xué)家發(fā)現(xiàn)了隱喻與語言的密切關(guān)系。認(rèn)為隱喻在詞匯習(xí)得中的應(yīng)用能夠減低難度,促進(jìn)理解,發(fā)展靈活運(yùn)用能力。因此詞匯學(xué)習(xí)也離不開隱喻。文獻(xiàn)檢索顯示,結(jié)合概念隱喻開展詞匯教學(xué)的研究,大多限于大學(xué)英語教學(xué)。在此背景下,本文作者決定大膽嘗試在高中的英語詞匯教學(xué)中,利用隱喻理論指導(dǎo)詞匯教學(xué),并采取實(shí)驗(yàn)研究的方法,驗(yàn)證以下兩個(gè)研究問題:(1)通過運(yùn)用概念隱喻指導(dǎo)詞匯教學(xué),是否能提高學(xué)生的詞匯學(xué)習(xí)能力?(2)如果可以,會(huì)對(duì)哪方面的詞匯學(xué)習(xí)能力的影響更為顯著?針對(duì)以上研究問題,本文作者對(duì)廣州市花都區(qū)鄺維煜紀(jì)念中學(xué)高一年級(jí)兩個(gè)平行班共111名學(xué)生,進(jìn)行為期十二周的實(shí)驗(yàn)研究。全部學(xué)生隨機(jī)分配在兩個(gè)班級(jí)里,為了實(shí)驗(yàn)需要,作者將兩個(gè)班分為實(shí)驗(yàn)班和控制班。研究工具為:測(cè)試(前測(cè)與后測(cè)),調(diào)查問卷,面談。在實(shí)驗(yàn)開始之前,對(duì)兩個(gè)班分別做了一次問卷調(diào)查,主要了解學(xué)生學(xué)習(xí)英語詞匯的現(xiàn)狀及詞匯學(xué)習(xí)方法。接著,通過全區(qū)摸底考試及Nation的詞匯量測(cè)試,測(cè)量兩個(gè)班的學(xué)生是否擁有同等的英語水平。前測(cè)后,由同一名老師,運(yùn)用同一套教材,對(duì)兩個(gè)班學(xué)生采取不同的詞匯教學(xué)法。在控制組運(yùn)用傳統(tǒng)的詞匯教學(xué)法,注重詞匯的音、形、義,以及詞匯在句子和篇章的運(yùn)用。在實(shí)驗(yàn)組輸入概念隱喻,運(yùn)用隱喻概念指導(dǎo)詞匯教學(xué),并逐漸使之成為學(xué)生內(nèi)化的詞匯學(xué)習(xí)能力。在完成的十二周的實(shí)驗(yàn)研究之后,針對(duì)實(shí)驗(yàn)前進(jìn)行的前測(cè),對(duì)兩個(gè)班的學(xué)生進(jìn)行了四次后測(cè),分別是全區(qū)的期末統(tǒng)考以及Nation的詞匯量測(cè)試,目的是在同一方面更好地對(duì)比實(shí)驗(yàn)組和控制組試驗(yàn)后的差異。在此基礎(chǔ)上,為了測(cè)試實(shí)驗(yàn)后兩組學(xué)生的詞匯學(xué)習(xí)能力(本文主要研究多義詞的理解以及詞匯的文化內(nèi)涵在篇章中的理解)是否有顯著性差異,作者增加了兩個(gè)后測(cè),分別是多義詞的理解練習(xí)和詞匯文化內(nèi)涵在篇章中的閱讀理解訓(xùn)練。同時(shí),為了更好地了解概念隱喻對(duì)學(xué)生詞匯學(xué)習(xí)有何影響,對(duì)實(shí)驗(yàn)班的學(xué)生進(jìn)行面談。后測(cè)結(jié)果顯示,在全區(qū)的期末統(tǒng)考中,實(shí)驗(yàn)組平均分為101.6,控制組為96.13;在詞匯量測(cè)試中,實(shí)驗(yàn)組與控制組的詞匯量都有了提高,但實(shí)驗(yàn)組的提高更為顯著;在多義詞與詞匯的文化內(nèi)涵在篇章中的后測(cè)中,實(shí)驗(yàn)組的準(zhǔn)確率明顯比控制組高。各種后測(cè)數(shù)據(jù)表明,基于概念隱喻的詞匯教學(xué)確實(shí)對(duì)學(xué)生的英語詞匯學(xué)習(xí)有積極影響,并對(duì)實(shí)際教學(xué)有一定的啟示,教師若能在多義詞和理解詞匯文化內(nèi)涵的教學(xué)中,有意識(shí)地利用隱喻指導(dǎo)學(xué)生發(fā)現(xiàn)多義詞各種義項(xiàng)的聯(lián)系和在不同文化內(nèi)涵中理解詞匯,將取得事半功倍的作用。
[Abstract]:Metaphor is everywhere in our life.Lakoff and Johnson (1980). As a common means of daily language and thinking, metaphor is also a means to understand and understand the world. We use it automatically in the subconscious, and it is often irreplaceable. Language consists of three elements, form, sound, and meaning. Among them, foreign languages The learner's vocabulary ability directly affects the development of language skills such as listening, speaking, reading and writing. But in the actual teaching of high school English, the current high school English textbooks have a large vocabulary and low repetition rate, and the school and teachers are facing the pressure of college entrance examination and eager to complete the teaching task, and the cultivation of students' vocabulary ability will often be ignored. For years, experts and scholars have been devoted to the study of English vocabulary teaching and have achieved fruitful results for many years. In 1970s, cognitive linguists found the close relationship between metaphor and language. The application of metaphor in vocabulary acquisition can reduce the difficulty and promote the development of the vocabulary. In this context, the author decides to make bold attempts to guide vocabulary teaching in high school English vocabulary teaching by using metaphor theory and take experiments. The research method is to verify the following two research questions: (1) can the vocabulary learning ability be improved by using conceptual metaphor to improve the students' vocabulary learning ability? (2) if it can, what kind of vocabulary learning ability will be more significant? For the above research questions, the author of this paper is a year of high school in Huadu District, Guangzhou. A total of 111 students in two parallel classes were studied for twelve weeks. All the students were randomly assigned to two classes. For the purpose of the experiment, the author divided the two classes into the experimental class and the control class. The research tools were the test (pre test and post test), the questionnaire, and the interview. Before the experiment started, a questionnaire was made to two classes respectively. The survey, mainly to understand the status of students learning English vocabulary and vocabulary learning methods. Then, through the whole area test and Nation vocabulary test, to measure whether the students of the two classes have the same English level. After the previous test, the same teacher, the same set of teaching materials, the two classes of students take different vocabulary teaching methods. With the use of the traditional vocabulary teaching method, the system focuses on the use of vocabularies, forms, meanings and words in sentences and texts. In the experimental group, the conceptual metaphors are introduced into the experimental group, and the metaphorical concept is used to guide the vocabulary teaching and gradually become an internalized vocabulary learning ability of the students. After twelve weeks of experimental study completed, the pre experiment is conducted before the experiment. Test, two classes of students were tested four times, the final examination of the whole region and the Nation vocabulary test. The purpose was to better compare the differences between the experimental group and the control group on the same aspect. On this basis, to test the vocabulary learning ability of the two groups of students after the experiment (this article mainly studies the understanding of polysemous words. Whether there is a significant difference in the understanding of the cultural connotations in the text, the author adds two posttests, which are the comprehension exercises of polysemy and the reading comprehension training of the Lexical Cultural Connotations in the text. In addition, to better understand the influence of conceptual metaphor on the students' vocabulary learning, the students in the experimental class are interviewed. The test results showed that in the final examination of the whole area, the average of the experimental group was 101.6 and the control group was 96.13. In the vocabulary test, the vocabulary of the experimental group and the control group were all improved, but the improvement of the experimental group was more significant. In the post test of the cultural connotation of polysemy and vocabulary in the text, the accuracy rate of the experimental group was obviously higher than that of the control group. All kinds of posttest data show that the vocabulary teaching based on conceptual metaphor does have a positive impact on students' English vocabulary learning, and has some inspiration for practical teaching. If teachers can teach students in polysemy and understanding the cultural connotations of vocabulary, they consciously use metaphor to guide students to find the connection of various meanings of polysemous words and in different texts. Understanding words in the connotation will get twice the result with half the effort.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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