本文選題：概念隱喻　切入點(diǎn)：高中英語　出處：《渤海大學(xué)》2017年碩士論文

【摘要】：隨著社會和教育改革的發(fā)展,英語尤其是英語閱讀受到越來越廣泛的重視。近年來很涌現(xiàn)出很多教學(xué)方法試圖提高學(xué)生英語閱讀能力,而概念隱法被認(rèn)為是其中其中較有潛質(zhì)的一種教學(xué)方法。它對學(xué)生認(rèn)知方式的培養(yǎng)符合了教育改革對英語教學(xué)的要求。概念隱喻不僅是一種語言現(xiàn)象更是一種重要的人類認(rèn)知方式。國內(nèi)外對于概念隱喻應(yīng)用于語言習(xí)得教學(xué)做了大量的的研究,然而這些研究著重集中于整體的英語教學(xué)和英語詞匯教學(xué)上,英語閱讀教學(xué)方面幾近空白。此次教學(xué)實(shí)驗(yàn)主要為驗(yàn)證以下兩個問題:1.概念隱喻教學(xué)能否提高高中生英語閱讀興趣?2.概念隱喻教學(xué)能否提高高中生英語閱讀能力?鑒于此種情況,該研究試圖探索概念隱喻應(yīng)用于高中英語閱讀教學(xué)中的實(shí)際效果。為了證明該教學(xué)方法的可行性,來自于兩個平行班的98名學(xué)生參加了此次實(shí)驗(yàn)。實(shí)驗(yàn)班中教學(xué)加入概念隱喻法旨在培養(yǎng)學(xué)生在閱讀中的認(rèn)知方式,控制班則進(jìn)行常規(guī)教學(xué)。為了保證信度和效度,本次實(shí)驗(yàn)采用SPSS 19.0來收集并分析來自問卷與閱讀的數(shù)據(jù)。實(shí)驗(yàn)表明,概念隱喻的教學(xué)在提高高中生英語閱讀興趣和英語閱讀能力方面是行之有效的。此外,由于實(shí)驗(yàn)過程中一些不可避免的局限,就此提出了本次研究的問題和不足,并對以后的研究提出一些啟示和建議。
[Abstract]:With the development of social and educational reform, more and more attention has been paid to English reading, especially English reading. In recent years, many teaching methods have emerged to improve students' English reading ability. Conceptual implicit method is regarded as one of the teaching methods with more potential. Its cultivation of students' cognitive style meets the requirements of educational reform in English teaching. Conceptual metaphor is not only a linguistic phenomenon but also a heavy one. There has been a great deal of research on the application of conceptual metaphor in language acquisition teaching at home and abroad. However, these studies focus on the overall English teaching and vocabulary teaching. The teaching experiment is mainly to verify the following two questions: 1. Can conceptual metaphor teaching enhance the interest of senior high school students in English reading? 2. Can conceptual metaphor teaching improve senior high school students' English reading ability? In view of this situation, the study attempts to explore the practical effect of conceptual metaphor in high school English reading teaching. Ninety-eight students from two parallel classes took part in the experiment. The purpose of adding conceptual metaphor to the experimental class is to cultivate students' cognitive style in reading, while the control class carries out routine teaching. This experiment uses SPSS 19.0 to collect and analyze the data from questionnaires and reading. The experiment shows that the teaching of conceptual metaphor is effective in improving high school students' English reading interest and reading ability. Due to some unavoidable limitations in the course of the experiment, this paper puts forward the problems and shortcomings of this study, and puts forward some enlightenment and suggestions for the future research.
【學(xué)位授予單位】：渤海大學(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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本文編號：1696036