發(fā)布時(shí)間：2021-12-11 13:44

　　短語(yǔ)動(dòng)詞是外語(yǔ)教學(xué)的難點(diǎn)之一。傳統(tǒng)的短語(yǔ)動(dòng)詞教學(xué)中,教師通常僅羅列短語(yǔ)動(dòng)詞語(yǔ)義,而缺乏深層次的解析,致使學(xué)生常常出現(xiàn)誤用、甚至刻意回避使用短語(yǔ)動(dòng)詞的現(xiàn)象。以往短語(yǔ)動(dòng)詞的研究集中在句法和語(yǔ)義層面,它們往往忽視了短語(yǔ)動(dòng)詞中小品詞的基本義,以及所衍生出的豐富方位隱喻義,而其通常對(duì)學(xué)習(xí)短語(yǔ)動(dòng)詞具有一定的促進(jìn)作用。隨著認(rèn)知語(yǔ)言學(xué)的發(fā)展,短語(yǔ)動(dòng)詞也逐漸受到認(rèn)知語(yǔ)言學(xué)家的關(guān)注。學(xué)者們基于認(rèn)知理論下的短語(yǔ)動(dòng)詞教學(xué)做了相關(guān)的實(shí)證研究,但國(guó)內(nèi)關(guān)于概念隱喻理論指導(dǎo)高中生習(xí)得短語(yǔ)動(dòng)詞的教學(xué)實(shí)證研究涉之甚少。本文以Lakoff&Johnson的概念隱喻為理論基礎(chǔ),探究其對(duì)高中生習(xí)得短語(yǔ)動(dòng)詞的教學(xué)效果,具體將從理解和產(chǎn)出兩個(gè)層面進(jìn)行研究和探索。研究問(wèn)題如下:1)基于概念隱喻理論的教學(xué)是否比傳統(tǒng)教學(xué)更能促進(jìn)高中生對(duì)目標(biāo)短語(yǔ)動(dòng)詞的理解?2)基于概念隱喻理論的教學(xué)是否比傳統(tǒng)教學(xué)更能促進(jìn)高中生對(duì)目標(biāo)短語(yǔ)動(dòng)詞的輸出?3)基于概念隱喻理論的教學(xué)能否激發(fā)高中生對(duì)目標(biāo)短語(yǔ)動(dòng)詞的學(xué)習(xí)興趣?本研究采取實(shí)驗(yàn)對(duì)照法,對(duì)來(lái)自廣東省河源市某中學(xué)高二英語(yǔ)水平相當(dāng)?shù)膬蓚�(gè)平行班中的78名學(xué)生進(jìn)行了為期八周的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)中選取的目標(biāo)短語(yǔ)動(dòng)... 

【文章來(lái)源】：廣州大學(xué)廣東省

【文章頁(yè)數(shù)】：118 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
        1.1.1 Current Situation of Teaching and Learning Phrasal Verbs
        1.1.2 Research Background of Phrasal Verbs
    1.2 Research Objectives
    1.3 Research Significance
    1.4 Layout of the Research
Chapter Two Literature Review
    2.1 Brief Introduction to Phrasal Verbs
        2.1.1 Definitions of Phrasal Verbs
        2.1.2 Semantic Features of Phrasal Verbs
    2.2 Previous Linguistic Studies on Phrasal Verbs
        2.2.1 Syntactic Studies on Phrasal Verbs
        2.2.2 Semantic Studies on Phrasal Verbs
        2.2.3 Cognitive Studies on Phrasal Verbs
    2.3 Previous Empirical Studies on Phrasal Verbs Teaching
        2.3.1 Previous Studies on Phrasal Verbs Teacing Abroad
        2.3.2 Previous Studies on Phrasal Verbs Teaching at Home
    2.4 Limitations of the Previous Studies
Chapter Three Theoretical Basis
    3.1 Conceptual Metaphor Theory
        3.1.1 Definition of Conceptual Metaphor
        3.1.2 Classification of Conceptual Metaphor
    3.2 The Working Mechanism of Conceptual Metaphor
    3.3 Feasibility of the Application of Conceptual Metaphor Theory to Phrasal Verbs Teaching
Chapter Four Methodology
    4.1 Research Questions
    4.2 Operational Definitions
    4.3 Participants
    4.4 Teaching Materials
    4.5 Instruments
        4.5.1 Tests of Phrasal Verbs
        4.5.2 Questionnaire
        4.5.3 Interview
    4.6 Research Procedure
        4.6.1 The Pre-test
        4.6.2 The Teaching Experiment
        4.6.3 The Post-tests
        4.6.4 The Questionnaire
        4.6.5 The Interview in the Experimental Group
    4.7 Data Collection and Analysis
        4.7.1 Data Collection
        4.7.2 Data Analysis
Chapter Five Results and Discussion
    5.1 Results of the Data Analysis
        5.1.1 Results of Tests of Phrasal Verbs
        5.1.2 Results of Questionnaire
        5.1.3 Results of Interview
    5.2 Discussion
        5.2.1 Discussion Related to Research Question One and Two
        5.2.2 Discussion Related to Research Question Three
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Recommendations for Further Studies
References
Appendices
    Appendix I A Sample Teaching Plan of Target Phrasal Verbs in the CG
    Appendix II A Sample Teaching Plan of Target Phrasal Verbs in the EG
    Appendix III The Teaching Materials in the Experiment
    Appendix IV The Pre-test
    Appendix V The Immediate Post-test
    Appendix VI The Delayed Post-test
    Appendix VII The Questionnaire
    Appendix VIII The Interview
    Appendix IX Scores of the Pre-test in CG and EG
    Appendix X Scores of the Immediate Post-test in CG and EG
    Appendix XI Scores of the Delayed Post-test in CG and EG
    Appendix XII Results of Questionnaire in CG
    Appendix XIII Results of Questionnaire in EG


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博士論文
[1]認(rèn)知語(yǔ)言學(xué)理論在短語(yǔ)動(dòng)詞教學(xué)中的應(yīng)用[D]. 孟曉.山東大學(xué) 2018

碩士論文
[1]大學(xué)英語(yǔ)教學(xué)中短語(yǔ)動(dòng)詞的概念隱喻意義分析及習(xí)得效果的實(shí)證研究[D]. 張穎霞.重慶大學(xué) 2012



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