本文選題：意象圖式　切入點(diǎn)：英語(yǔ)介詞　出處：《廣州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：介詞是英語(yǔ)中最活躍的詞類之一,其用法的復(fù)雜性給英語(yǔ)學(xué)習(xí)者帶來(lái)很大的困擾。傳統(tǒng)的介詞教學(xué)往往是給出介詞的意義,然后用例句加以解釋,可結(jié)果學(xué)生對(duì)介詞的區(qū)分往往仍含糊不清。這是由于傳統(tǒng)語(yǔ)義研究認(rèn)為,英語(yǔ)空間介詞的語(yǔ)義具有很強(qiáng)的任意性,即介詞的多個(gè)義項(xiàng)互不相關(guān),沒有內(nèi)在聯(lián)系。認(rèn)知語(yǔ)言學(xué)為英語(yǔ)介詞教學(xué)研究提供了新的視角,認(rèn)知觀對(duì)介詞語(yǔ)義結(jié)構(gòu)的分析更具理?yè)?jù)性,其解釋力更強(qiáng)。尤其是意象圖式理論,使英語(yǔ)介詞教學(xué)更加清晰明朗,對(duì)多義介詞習(xí)得有明顯的促進(jìn)作用。本文試從認(rèn)知的角度,基于意象圖式分析初中英語(yǔ)常用8個(gè)介詞in,on,at,above,over,under,below,within的語(yǔ)義結(jié)構(gòu)和用法,以此挖掘該詞各項(xiàng)語(yǔ)義間的聯(lián)系。為此,作者開展了教學(xué)實(shí)驗(yàn),旨在檢測(cè)基于意象圖式理論的初中英語(yǔ)介詞復(fù)習(xí)教學(xué)效果。本文以廣州華美學(xué)校初三(2)班和初三(3)班為研究對(duì)象,在實(shí)驗(yàn)班采用基于意象圖式理論的介詞復(fù)習(xí)教學(xué),從認(rèn)知學(xué)的角度運(yùn)用意象圖式對(duì)介詞慣用法做出合理的解釋,在對(duì)照班采用常規(guī)的教學(xué)方法,即以翻譯解釋為主的教學(xué)方法,進(jìn)行為期6周的教學(xué)實(shí)驗(yàn)。本課題的具體研究問題包括:1)基于意象圖式理論的初中英語(yǔ)介詞教學(xué)是否能夠提高初中生的介詞習(xí)得效果?2)學(xué)生對(duì)基于意象圖式理論的初中英語(yǔ)介詞教學(xué)方式的接受度如何?實(shí)驗(yàn)結(jié)果表明,實(shí)驗(yàn)組以意象圖式為基礎(chǔ)的介詞復(fù)習(xí)教學(xué)效果明顯優(yōu)于控制組以舉例翻譯講解為基礎(chǔ)的介詞復(fù)習(xí)教學(xué)。通過(guò)實(shí)驗(yàn)數(shù)據(jù)對(duì)比分析,實(shí)驗(yàn)組學(xué)生八個(gè)介詞習(xí)得取得了顯著進(jìn)步,控制組沒有顯著進(jìn)步。實(shí)驗(yàn)組學(xué)生高度接受基于意象圖式的介詞復(fù)習(xí)教學(xué)方式。本研究結(jié)果對(duì)初中英語(yǔ)介詞復(fù)習(xí)教學(xué)具有重要的現(xiàn)實(shí)意義。將會(huì)把學(xué)習(xí)者從死記硬背中解放出來(lái),對(duì)初中英語(yǔ)介詞復(fù)習(xí)教學(xué)具有很好的啟示作用。
[Abstract]:Preposition is one of the most active parts of speech in English, and the complexity of its usage brings great trouble to English learners. Traditional preposition teaching often gives the meaning of preposition and then explains it with examples. However, the distinction between prepositions is often ambiguous. This is due to the traditional semantic study that English spatial prepositions have strong arbitrariness, that is, the multiple meanings of prepositions are not related to each other. Cognitive linguistics provides a new perspective for the study of English preposition teaching. The cognitive view is more motivated and more powerful in explaining the semantic structure of prepositions, especially the theory of image schema. This paper attempts to analyze the semantic structure and usage of 8 common prepositions in junior high school English from the perspective of cognition and image schema. In order to explore the semantic connections of the word, the author carried out a teaching experiment. The purpose of this paper is to examine the teaching effect of English preposition review in junior high school based on image schema theory. This paper takes the classes of Grade 2 and Grade 3 of Guangzhou Huamei School as the research objects, and adopts the preposition review teaching based on the theory of image schema in the experimental class. From the perspective of cognitive science, the preposition idiom is explained reasonably by image schema, and the conventional teaching method is adopted in the control class, that is, the translation interpretation is the main teaching method. A six-week teaching experiment was conducted. The specific research questions in this topic include: 1) can the teaching of English prepositions in junior high school based on image schema theory improve the acquisition of prepositions of junior high school students? 2) how well do the students accept the teaching method of English prepositions in junior high school based on image schema theory? The results show that the teaching effect of preposition review based on image schema in the experimental group is obviously better than that in the control group based on illustrative translation and explanation. In the experimental group, significant progress was made in the acquisition of eight prepositions. No significant progress was made in the control group. The students in the experimental group were highly receptive to the teaching method of preposition review based on image schema. The results of this study are of great practical significance to the teaching of English prepositions in junior high school. Free from the hard back, It has a good enlightening effect on the review of English prepositions in junior high school.
【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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