【摘要】：詞匯一直被視為英語教學(xué)中的基礎(chǔ)。雖然詞匯教學(xué)的方法在外語教學(xué)當(dāng)中不斷推陳出新,但如何提高詞匯教學(xué)的效果仍然是英語教學(xué)界一個熱烈爭論的話題。同時,隨著認(rèn)知語言學(xué)和概念轉(zhuǎn)喻研究的發(fā)展,基于概念轉(zhuǎn)喻的語言教學(xué)成為外語教學(xué)的重要研究熱點之一。本研究著重分析高中英語詞匯教學(xué)現(xiàn)狀以及問題,借鑒前人運(yùn)用概念轉(zhuǎn)喻進(jìn)行英語詞匯教學(xué)的相關(guān)研究成果,探索基于概念轉(zhuǎn)喻在高中英語詞匯教學(xué)中的效果�；诟拍钷D(zhuǎn)喻理論分析、概念轉(zhuǎn)喻的分類和運(yùn)作機(jī)制以及理想化認(rèn)知模型,本研究重點探討以下兩個研究問題:⑴與傳統(tǒng)詞匯教學(xué)法相比,基于概念轉(zhuǎn)喻的詞匯教學(xué)法能否促進(jìn)高中生理解詞匯的轉(zhuǎn)喻意義?⑵與傳統(tǒng)詞匯教學(xué)法相比,基于概念轉(zhuǎn)喻的詞匯教學(xué)法能否促進(jìn)高中生記憶詞匯的轉(zhuǎn)喻意義?本研究采用實驗研究法,實驗對象是廣州市第十七中學(xué)高一級兩個常規(guī)教學(xué)班共80人,學(xué)生年齡為15到16周歲。實驗班EC(男生22人,女生18人)運(yùn)用基于概念轉(zhuǎn)喻的詞匯教學(xué)法;控制班CC(男生19人,女生23人)采用傳統(tǒng)詞匯教學(xué)法。在試驗期間兩個班都進(jìn)行了前測、及時詞匯理解后測和詞匯記憶測試、延時詞匯理解測試和詞匯記憶測試。所得的數(shù)據(jù)經(jīng)過了SPSS 17.0分析處理。主要采用的統(tǒng)計方法有獨立樣本T檢驗和配對樣本T檢驗。通過實證數(shù)據(jù)分析,本研究得出以下結(jié)論:第一,與常規(guī)詞匯教學(xué)法相比,基于概念轉(zhuǎn)喻的詞匯教學(xué)法能促進(jìn)高中生理解英語詞匯的轉(zhuǎn)喻意義;第二,與常規(guī)詞匯教學(xué)法相比,基于概念轉(zhuǎn)喻的詞匯教學(xué)法能促進(jìn)高中生記憶英語詞匯的轉(zhuǎn)喻意義。本研究表明概念轉(zhuǎn)喻在高中英語詞匯教學(xué)中是有效且可行的。希望廣大英語老師在實際教學(xué)當(dāng)中能精心設(shè)計詞匯教學(xué)方案,積極拓展詞匯的轉(zhuǎn)喻意義,進(jìn)而發(fā)展高中生的綜合語言運(yùn)用能力。
[Abstract]:Vocabulary has always been regarded as the foundation of English teaching. Although the methods of vocabulary teaching are constantly innovating in foreign language teaching, how to improve the effect of vocabulary teaching is still a hot topic in the field of English teaching. At the same time, with the development of cognitive linguistics and conceptual metonymy, conceptual metonymy based language teaching has become an important research hotspot in foreign language teaching. This study focuses on the present situation and problems of English vocabulary teaching in senior high school, and explores the effect of conceptual metonymy in English vocabulary teaching in senior high school by referring to the previous research results on the use of conceptual metonymy in English vocabulary teaching. Based on the theoretical analysis of conceptual metonymy, the classification and operational mechanism of conceptual metonymy and the idealized cognitive model, this study focuses on the following two questions: 1: 1 compared with the traditional lexical approach. Can the Conceptual metonymy approach promote Senior High School students to understand the metonymy meaning of Vocabulary? 2 compared with the traditional Vocabulary Teaching method, can the Conceptual metonymy approach promote Senior High School students to memorize the metonymy meaning of Vocabulary? This study adopts the experimental research method. The subjects of the experiment are 80 students in two regular teaching classes in Guangzhou No. 17 Middle School. The students are 15 to 16 years old. The experimental class EC (22 males and 18 females) used the lexical teaching method based on conceptual metonymy and CC (19 males and 23 females) adopted the traditional lexical teaching method. During the experiment, pretests were conducted in both classes, post-test and vocabulary memory test, delayed vocabulary comprehension test and vocabulary memory test. The obtained data were analyzed and processed by SPSS 17.0. The main statistical methods are independent sample T test and paired sample T test. Through empirical data analysis, the present study draws the following conclusions: first, compared with conventional lexical teaching, conceptual metonymy based lexical teaching method can promote senior high school students to understand the metonymy meaning of English vocabulary; second, it is compared with conventional lexical teaching method. Conceptual metonymy based vocabulary teaching method can promote senior high school students to memorize metonymy meaning of English vocabulary. The present study shows that conceptual metonymy is effective and feasible in high school English vocabulary teaching. It is hoped that the majority of English teachers can carefully design the vocabulary teaching plan in practical teaching, actively expand the metonymy meaning of vocabulary, and then develop the comprehensive language application ability of senior high school students.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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