發(fā)布時(shí)間：2018-06-29 09:04

  本文選題：轉(zhuǎn)喻 + 概念轉(zhuǎn)喻理論�。� 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)閱讀在英語(yǔ)教學(xué)中占有十分重要的地位,提高英語(yǔ)閱讀能力是英語(yǔ)教學(xué)中的主要目標(biāo)之一。近年來(lái),認(rèn)知語(yǔ)言學(xué)中的轉(zhuǎn)喻理論為英語(yǔ)閱讀教學(xué)提供了新的視角并且已經(jīng)得到了越來(lái)越多的關(guān)注和重視。概念轉(zhuǎn)喻不僅是一種修辭格,更是一種認(rèn)知的思維方式,轉(zhuǎn)喻思維體現(xiàn)在語(yǔ)言的各個(gè)方面,是一種與語(yǔ)言教學(xué)密切相關(guān)的語(yǔ)言運(yùn)用能力。根據(jù)文獻(xiàn)分析,較少研究者涉及關(guān)注概念轉(zhuǎn)喻在初中英語(yǔ)閱讀教學(xué)中的價(jià)值,將此理論應(yīng)用到實(shí)際教學(xué)中的情況則更少。鑒于此,筆者試圖通過(guò)實(shí)驗(yàn)研究檢測(cè)概念轉(zhuǎn)喻是否能夠有效促進(jìn)初中生英語(yǔ)閱讀水平的提高,設(shè)計(jì)研究實(shí)驗(yàn)試圖探討以下兩個(gè)問(wèn)題:(1)初中生學(xué)習(xí)概念轉(zhuǎn)喻在何種程度上能夠影響他們的轉(zhuǎn)喻知識(shí)水平?(2)初中生轉(zhuǎn)喻能力在何種程度上能夠影響他們的閱讀理解水平?作者選取了廣州市一所初中初三兩個(gè)班級(jí)作為研究對(duì)象。在實(shí)驗(yàn)組進(jìn)行概念轉(zhuǎn)喻相關(guān)教學(xué),而在控制組按照傳統(tǒng)教學(xué)方法進(jìn)行,不涉及概念轉(zhuǎn)喻知識(shí)教學(xué)。實(shí)驗(yàn)周期為12周。實(shí)驗(yàn)開(kāi)始之前,筆者采用調(diào)查問(wèn)卷的形式,收集學(xué)生的英語(yǔ)閱讀興趣、英語(yǔ)閱讀習(xí)慣及對(duì)轉(zhuǎn)喻知識(shí)的相關(guān)了解這三方面內(nèi)容,為后期研究提供相關(guān)信息。接著是實(shí)驗(yàn)前測(cè),前測(cè)旨在考察實(shí)驗(yàn)組和控制組學(xué)生在閱讀水平上是否有顯著差異。實(shí)驗(yàn)過(guò)程中由筆者進(jìn)行兩個(gè)組的課程授課,實(shí)驗(yàn)組采取基于概念轉(zhuǎn)喻理論的閱讀教學(xué)方式,控制組則按照傳統(tǒng)的閱讀教學(xué)方式。實(shí)驗(yàn)中期對(duì)實(shí)驗(yàn)班進(jìn)行了第一次閱讀水平后測(cè)和第一次轉(zhuǎn)喻水平測(cè)試,旨在檢測(cè)前半段時(shí)間基于概念轉(zhuǎn)喻教學(xué)方式的效果。實(shí)驗(yàn)后期,進(jìn)行第二次閱讀水平后測(cè)和第二次轉(zhuǎn)喻水平測(cè)試,旨在考察實(shí)驗(yàn)后,學(xué)生閱讀水平的發(fā)展變化和轉(zhuǎn)喻理解水平的發(fā)展變化。實(shí)驗(yàn)結(jié)束后,進(jìn)行相關(guān)數(shù)據(jù)收集,作者使用SPSS軟件進(jìn)行相關(guān)數(shù)據(jù)統(tǒng)計(jì)和分析。本研究基于數(shù)據(jù)結(jié)果分析,證實(shí)了基于概念轉(zhuǎn)喻的英語(yǔ)閱讀教學(xué)能夠促進(jìn)學(xué)生閱讀水平的提高。因此,本研究認(rèn)為在初中英語(yǔ)閱讀教學(xué)中運(yùn)用概念轉(zhuǎn)喻理論是可行的。最后,作者提出了一些教學(xué)啟示,實(shí)驗(yàn)的不足以及今后的研究建議。
[Abstract]:English reading plays an important role in English teaching. In recent years, metonymy theory in cognitive linguistics has provided a new perspective for English reading teaching and has attracted more and more attention. Conceptual metonymy is not only a rhetorical figure but also a cognitive mode of thinking. Metonymy thinking is embodied in all aspects of language and is a language application ability closely related to language teaching. According to the literature analysis, few researchers are concerned about the value of conceptual metonymy in junior high school English reading teaching, and the application of this theory to practical teaching is even less. In view of this, the author attempts to test whether conceptual metonymy can effectively promote the improvement of junior high school students' English reading level through experimental research. The design experiment attempts to explore the following two questions: (1) to what extent does conceptual metonymy affect their metonymy knowledge level; (2) to what extent can junior high school students' metonymy ability influence their reading comprehension level? The author chooses two classes of junior high school in Guangzhou as the research object. Conceptual metonymy related teaching was carried out in the experimental group, while in the control group, it was carried out according to the traditional teaching method, which did not involve the teaching of conceptual metonymy knowledge. The experimental period was 12 weeks. Before the beginning of the experiment, the author collected the students' reading interest, English reading habits and metonymy knowledge in order to provide relevant information for the later study. Then there is the pretest. The purpose of the pretest is to investigate whether there are significant differences in reading level between the experimental group and the control group. In the course of the experiment, the author taught the courses in two groups. The experimental group adopted the reading teaching method based on conceptual metonymy theory, while the control group adopted the traditional reading teaching method. In the middle of the experiment, the first reading level post test and the first metonymy level test were carried out in the experimental class, in order to test the effect of conceptual metonymy teaching in the first half of the period. In the later stage of the experiment, the second reading level post-test and the second metonymy level test were carried out to investigate the development of students' reading level and metonymy comprehension level. At the end of the experiment, the author collected the relevant data and used SPSS software to statistics and analyze the relevant data. Based on the data analysis, this study proves that Conceptual metonymy based English reading teaching can promote the improvement of students' reading level. Therefore, it is feasible to apply Conceptual metonymy in English reading teaching in junior high school. Finally, the author puts forward some teaching enlightenment, the deficiency of experiment and the suggestion of future research.
【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(lèi)號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 魏在江;;概念轉(zhuǎn)喻與英語(yǔ)閱讀教學(xué)[J];外語(yǔ)界;2009年01期

2 李淑康;李克;;概念轉(zhuǎn)喻與英語(yǔ)教學(xué)[J];湖北教育學(xué)院學(xué)報(bào);2007年09期

3 毛帥梅;楚雅琪;;轉(zhuǎn)喻與外語(yǔ)教學(xué)[J];湖南工程學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2007年01期

4 張立;;心理語(yǔ)言學(xué)的背景知識(shí)架構(gòu)理論與閱讀課教學(xué)(英文)[J];Teaching English in China;2006年03期

5 熊麗君;;閱讀理論和技巧對(duì)大學(xué)英語(yǔ)閱讀教學(xué)的啟示[J];西安外國(guó)語(yǔ)學(xué)院學(xué)報(bào);2006年01期

6 李紅梅;體裁教學(xué)法在大學(xué)英語(yǔ)閱讀教學(xué)中的應(yīng)用研究[J];山東外語(yǔ)教學(xué);2005年01期

7 李勇忠;轉(zhuǎn)喻的認(rèn)知語(yǔ)用闡釋[J];外國(guó)語(yǔ)言文學(xué);2003年04期

8 徐玉臣;閱讀教學(xué)中的語(yǔ)境化策略[J];外語(yǔ)與外語(yǔ)教學(xué);2001年03期

9 高云峰!621000;應(yīng)用圖式理論提高SBE閱讀能力[J];外語(yǔ)界;2000年03期

10 沈家煊;轉(zhuǎn)指和轉(zhuǎn)喻[J];當(dāng)代語(yǔ)言學(xué);1999年01期

，

本文編號(hào)：2081602