本文選題：隱喻 + 概念隱喻理論��； 參考：《聊城大學(xué)》2014年碩士論文

【摘要】：本文是關(guān)于概念隱喻理論在高中英語詞匯教學(xué)中應(yīng)用的研究。 傳統(tǒng)觀點(diǎn)認(rèn)為隱喻只是一種和詩歌、修辭有關(guān)的語言現(xiàn)象。1980年，在《我們賴以生存的隱喻》一書中，萊考夫和約翰遜提出了概念隱喻理論，并從認(rèn)知的角度闡釋了隱喻現(xiàn)象，此書也被譽(yù)為隱喻研究的里程碑。 現(xiàn)在隱喻觀點(diǎn)認(rèn)為隱喻不僅是一種修辭手段，還是人類思考和認(rèn)知的方式，在塑造人們認(rèn)知系統(tǒng)中發(fā)揮重要作用。萊考夫和約翰遜提出，概念隱喻是基于人們行為和思維從一個(gè)認(rèn)知領(lǐng)域到另一認(rèn)知領(lǐng)域的映射的人類語言普遍現(xiàn)象。一般來講，人們通過概念隱喻感知世界和交流。概念隱喻理論認(rèn)為隱喻普遍存在于人類語言中，是人類不可缺少的認(rèn)知方式，它與語言教學(xué)特別是詞匯教學(xué)密切相關(guān)。 詞匯教學(xué)在英語教學(xué)中具有舉足輕重的作用，詞匯量的多少在某種程度上制約著學(xué)習(xí)者的英語學(xué)習(xí)效率及語言運(yùn)用水平。不同的詞匯教學(xué)方式會(huì)對(duì)詞匯學(xué)習(xí)產(chǎn)生不同影響，有效的詞匯教學(xué)不僅能把目標(biāo)詞匯展示給學(xué)習(xí)者，使他們知道學(xué)習(xí)的內(nèi)容，了解詞匯學(xué)習(xí)的目標(biāo)和任務(wù)，而且通過詞匯教學(xué)各個(gè)步驟的操作實(shí)施,以及呈現(xiàn)環(huán)節(jié)所提供的豐富詞匯信息，能加深學(xué)習(xí)者對(duì)目標(biāo)詞匯的感知印象,并方便以后在需要時(shí)的提取和激活。因此，，在目前的高中英語教學(xué)中，詞匯教學(xué)一直是一個(gè)比較受關(guān)注的話題。 認(rèn)知語言學(xué)是語言研究的一個(gè)新的發(fā)展方向，概念隱喻理論為我們提供一個(gè)外語學(xué)習(xí)的新視角。鑒于此，本研究從理論與實(shí)驗(yàn)兩方面來探究概念隱喻理論對(duì)英語詞匯教學(xué)的作用，希望借此幫助解決高中英語詞匯教學(xué)“費(fèi)時(shí)低效”的問題，提高教學(xué)效率，激發(fā)學(xué)生的學(xué)習(xí)興趣。 本研究以概念隱喻理論為基礎(chǔ)，以高中英語課堂學(xué)習(xí)為背景，以理論與實(shí)證研究為支撐去探討概念隱喻理論在高中英語詞匯教學(xué)中的作用。本研究將在一定程度上為高中英語詞匯教學(xué)提供有益的啟示并開辟新的途徑，同時(shí)，也對(duì)概念隱喻理論與高中英語詞匯教學(xué)具有重要的理論意義。 論文由五章組成。第一章是引言部分，介紹研究的\基本情況，包括研究的背景、目的、意義、內(nèi)容、研究的問題和方法。第二章是文獻(xiàn)綜述部分，主要介紹概念隱喻的定義、分類、特征和工作機(jī)制，國內(nèi)外概念隱喻理論與詞匯教學(xué)的研究成果及現(xiàn)狀。第三章為研究過程。包括研究的設(shè)計(jì)思路、研究目的、研究對(duì)象、研究工具、研究過程及數(shù)據(jù)收集。第四章數(shù)據(jù)分析與討論包括前測(cè)數(shù)據(jù)分析、后測(cè)數(shù)據(jù)分析、前后測(cè)數(shù)據(jù)檢驗(yàn)分析和實(shí)驗(yàn)討論。第五章是結(jié)論部分，主要闡述研究成果、研究不足之處以及展望。
[Abstract]:This paper is about the application of Conceptual metaphor Theory in English vocabulary teaching in senior high school.Traditionally, metaphor is only a linguistic phenomenon related to poetry and rhetoric. In 1980, in metaphor for our Survival, Lakoff and Johnson put forward the theory of conceptual metaphor and explained the phenomenon of metaphor from the perspective of cognition.This book is also regarded as a milestone in the study of metaphor.Metaphorical view holds that metaphor is not only a rhetorical device, but also a way of human thinking and cognition, which plays an important role in shaping people's cognitive system.Lakoff and Johnson put forward that conceptual metaphor is a universal phenomenon of human language based on the mapping of human behavior and thinking from one cognitive field to another.Generally speaking, people perceive the world and communicate through conceptual metaphor.Conceptual metaphor theory holds that metaphor is an indispensable cognitive mode in human language and is closely related to language teaching, especially vocabulary teaching.Vocabulary teaching plays an important role in English teaching. To some extent, vocabulary size restricts learners' English learning efficiency and language use level.Different ways of vocabulary teaching have different effects on vocabulary learning. Effective vocabulary teaching can not only show the target vocabulary to the learners, but also make them know the content of the learning and the goals and tasks of the vocabulary learning.Moreover, through the operation of each step of vocabulary teaching and the abundant vocabulary information provided by the presentation link, it can deepen the learners' perception of the target vocabulary and facilitate the extraction and activation of the target vocabulary in the future.Therefore, vocabulary teaching has always been a topic of concern in senior high school English teaching.Cognitive linguistics is a new direction in language research. Conceptual metaphor theory provides us with a new perspective in foreign language learning.In view of this, the present study explores the effect of conceptual metaphor theory on English vocabulary teaching from both theoretical and experimental aspects, hoping to help solve the problem of "time-consuming and inefficient" English vocabulary teaching in senior high schools and improve teaching efficiency.Stimulate students' interest in learning.This study is based on conceptual metaphor theory, on the background of high school English classroom learning, and on theoretical and empirical research to explore the role of conceptual metaphor theory in senior high school English vocabulary teaching.To some extent, this study will provide some useful enlightenment and new approaches for senior high school English vocabulary teaching. At the same time, it will also be of great theoretical significance to conceptual metaphor theory and English vocabulary teaching in senior high school.The paper consists of five chapters.The first chapter introduces the background, purpose, significance, content, problems and methods of the research.The second chapter is a literature review, which mainly introduces the definition, classification, characteristics and working mechanism of conceptual metaphor, as well as the research results and present situation of conceptual metaphor theory and vocabulary teaching at home and abroad.The third chapter is the research process.Including the design ideas, research purposes, research objects, research tools, research process and data collection.The fourth chapter includes pre-test data analysis, post-test data analysis, pre-test data analysis and experimental discussion.The fifth chapter is the conclusion part, mainly elaborates the research achievement, the research deficiency and the prospect.
【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G633.41

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