本文選題：意象圖式　切入點(diǎn)：介詞IN　出處：《揚(yáng)州大學(xué)》2016年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：作為功能詞,介詞是英語(yǔ)中不可或缺的詞類(lèi)之一,在英語(yǔ)語(yǔ)言結(jié)構(gòu)中有著非常重要的地位。介詞的搭配十分靈活、復(fù)雜,其語(yǔ)義也十分豐富,因此它成為了英語(yǔ)教學(xué)中的一個(gè)難點(diǎn)。傳統(tǒng)的介詞教學(xué)通常是將所學(xué)介詞的語(yǔ)義一一列出,然后用例句加以解釋,忽略了介詞各義項(xiàng)之間的聯(lián)系.這樣的教學(xué)方法,往往導(dǎo)致學(xué)生的死記硬背,教學(xué)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(gè)義項(xiàng)之間的內(nèi)在聯(lián)系,可以讓我們從本源上理解詞義,為介詞教學(xué)提供了新的視角。筆者嘗試將意象圖式應(yīng)用于高中英語(yǔ)介詞教學(xué)并展開(kāi)教學(xué)效果研究。本研究基于意象圖式理論對(duì)以下三個(gè)問(wèn)題展開(kāi)實(shí)證研究：(1)基于意象圖式的教學(xué)對(duì)高中生的介詞IN學(xué)習(xí)水平有何影響?(2)基于意象圖式的教學(xué)對(duì)高中生介詞IN空間意義的學(xué)習(xí)水平有何影響?(3)基于意向圖示的教學(xué)對(duì)高中生介詞IN引申意義的學(xué)習(xí)水平有何影響?本研究主要采用定量和定性相結(jié)合的研究方法。定量研究主要包括試卷測(cè)試,定性研究主要是采取半結(jié)構(gòu)化訪談的形式研究對(duì)象為濮陽(yáng)市第三中學(xué)高二(8)班的60名學(xué)生和高二(10)班的60名學(xué)生,分別作為實(shí)驗(yàn)組和控制組。前測(cè)的結(jié)果表明這兩個(gè)班的對(duì)介詞的掌握情況沒(méi)有明顯的差別。實(shí)驗(yàn)組采用意象圖式的介詞教學(xué),控制組采用傳統(tǒng)介詞教學(xué),進(jìn)行了為期四周的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)結(jié)束后,對(duì)收集的數(shù)據(jù)運(yùn)用SPSS軟件20.0版進(jìn)行了獨(dú)立樣本T檢驗(yàn)和配對(duì)樣本T檢驗(yàn)。后測(cè)結(jié)束后在實(shí)驗(yàn)班抽取學(xué)生進(jìn)行了訪談,訪談對(duì)象為實(shí)驗(yàn)班的6名學(xué)生,其中高中低分組各2名。本研究的主要發(fā)現(xiàn)：(1)在關(guān)于介詞IN的后測(cè)測(cè)試上,實(shí)驗(yàn)組學(xué)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(shí)驗(yàn)組低水平學(xué)生均分提高了2.86,高水平學(xué)生提高了0.73。即基于意象圖式的教學(xué)能夠提高高中生英語(yǔ)介詞IN的學(xué)習(xí)水平,尤其能促進(jìn)低水平學(xué)生對(duì)介詞IN的學(xué)習(xí)；(2)在關(guān)于介詞IN空間意義的測(cè)試上,實(shí)驗(yàn)組學(xué)生后測(cè)平均分為7.20,前測(cè)平均分為7.02,成績(jī)雖然有了提高但兩者沒(méi)有顯著性差異(P=0.062),另外,實(shí)驗(yàn)組低水平學(xué)生均分降低了0.07,高水平學(xué)生均分僅僅提高了0.26。即基于意象圖式的教學(xué)能夠促進(jìn)高中生對(duì)介詞IN空間意義的學(xué)習(xí),但效果不明顯,對(duì)高低水平高中生的促進(jìn)作用均不明顯；(3)在關(guān)于介詞IN引申意義的后測(cè)測(cè)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(shí)驗(yàn)組低水平學(xué)生均分提高了2.93分,高水平學(xué)生均分提高了0.47分。即基于意象圖式的教學(xué)能夠顯著促進(jìn)高中生,尤其是低水平的高中生,對(duì)英語(yǔ)介詞IN的引中意義的學(xué)習(xí)。本研究的主要教學(xué)啟示是：(1)基于意象圖式的教學(xué)在介詞的引申意義學(xué)習(xí)上效果尤為顯著；(2)老師應(yīng)該注重培養(yǎng)學(xué)生的學(xué)習(xí)策略；(3)意象圖式的應(yīng)用為英語(yǔ)介詞教學(xué)與學(xué)習(xí)提供了一個(gè)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(duì)IN的個(gè)例研究,研究時(shí)間較短,受試數(shù)量較少等,因此本研究有待進(jìn)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(hào)：1574096