本文選題：意象圖式　切入點：介詞IN　出處：《揚州大學》2016年碩士論文　論文類型：學位論文

【摘要】：作為功能詞,介詞是英語中不可或缺的詞類之一,在英語語言結構中有著非常重要的地位。介詞的搭配十分靈活、復雜,其語義也十分豐富,因此它成為了英語教學中的一個難點。傳統(tǒng)的介詞教學通常是將所學介詞的語義一一列出,然后用例句加以解釋,忽略了介詞各義項之間的聯(lián)系.這樣的教學方法,往往導致學生的死記硬背,教學效果也不甚理想。意象圖式以一種全新的角度解析了介詞各個義項之間的內在聯(lián)系,可以讓我們從本源上理解詞義,為介詞教學提供了新的視角。筆者嘗試將意象圖式應用于高中英語介詞教學并展開教學效果研究。本研究基于意象圖式理論對以下三個問題展開實證研究：(1)基于意象圖式的教學對高中生的介詞IN學習水平有何影響?(2)基于意象圖式的教學對高中生介詞IN空間意義的學習水平有何影響?(3)基于意向圖示的教學對高中生介詞IN引申意義的學習水平有何影響?本研究主要采用定量和定性相結合的研究方法。定量研究主要包括試卷測試,定性研究主要是采取半結構化訪談的形式研究對象為濮陽市第三中學高二(8)班的60名學生和高二(10)班的60名學生,分別作為實驗組和控制組。前測的結果表明這兩個班的對介詞的掌握情況沒有明顯的差別。實驗組采用意象圖式的介詞教學,控制組采用傳統(tǒng)介詞教學,進行了為期四周的教學實驗。實驗結束后,對收集的數(shù)據(jù)運用SPSS軟件20.0版進行了獨立樣本T檢驗和配對樣本T檢驗。后測結束后在實驗班抽取學生進行了訪談,訪談對象為實驗班的6名學生,其中高中低分組各2名。本研究的主要發(fā)現(xiàn)：(1)在關于介詞IN的后測測試上,實驗組學生平均值為14.03,控制組生平均值為12.55,兩者存在顯著性差異(p=0.000),此外,實驗組低水平學生均分提高了2.86,高水平學生提高了0.73。即基于意象圖式的教學能夠提高高中生英語介詞IN的學習水平,尤其能促進低水平學生對介詞IN的學習；(2)在關于介詞IN空間意義的測試上,實驗組學生后測平均分為7.20,前測平均分為7.02,成績雖然有了提高但兩者沒有顯著性差異(P=0.062),另外,實驗組低水平學生均分降低了0.07,高水平學生均分僅僅提高了0.26。即基于意象圖式的教學能夠促進高中生對介詞IN空間意義的學習,但效果不明顯,對高低水平高中生的促進作用均不明顯；(3)在關于介詞IN引申意義的后測測試上,EG(M=6.83),CG(M=5.15),兩組存在顯著性差異(p=0.000)。另外,實驗組低水平學生均分提高了2.93分,高水平學生均分提高了0.47分。即基于意象圖式的教學能夠顯著促進高中生,尤其是低水平的高中生,對英語介詞IN的引中意義的學習。本研究的主要教學啟示是：(1)基于意象圖式的教學在介詞的引申意義學習上效果尤為顯著；(2)老師應該注重培養(yǎng)學生的學習策略；(3)意象圖式的應用為英語介詞教學與學習提供了一個全新的視角。最后,本論文也存在一些不足。例如：本次研究只是對IN的個例研究,研究時間較短,受試數(shù)量較少等,因此本研究有待進一步完善。
[Abstract]:As function words, prepositions are indispensable in English lexical category, has a very important position in the English language structure. Preposition collocation is very flexible and complex, its meaning is very rich, so it becomes a difficult point in English teaching. The traditional teaching of the prepositions are usually learned by semantic prepositions then listed, with examples to explain, ignoring the preposition between each meaning. This kind of teaching methods, students often leads to rote learning, teaching effect is not ideal. The image schema in a new perspective of the relationship between the various meanings of the new words, can let us understand the meaning from the origin, to provide a new perspective for teaching. The author tries to preposition image schema used in the teaching of senior high school English Prepositions and effect of teaching. This study is based on the image schema theory to the following three questions. A empirical study: (1) based on the impact of image schema teaching high school students learning level of the preposition IN? (2) based on image schema teaching impact on the preposition IN spatial meaning of senior high school students' learning level? (3) based on image schema teaching impact on high school students IN ofinduction prepositions the significance of the learning level? This study mainly adopts quantitative and qualitative methods. Quantitative research mainly includes test, qualitative research is mainly take the form of semi-structured interview as the research object in Puyang city third middle school (8) 60 students and senior high school (10) class of 60 students in the class, as the experimental group and the control group. The test results show that these two classes of prepositions to grasp the situation there is no obvious difference. The experimental group used preposition teaching image schema, the control group used the traditional teaching of prepositions, for a period of four weeks of teaching 楠，

本文編號：1574096