概念隐喻在大学英语词汇学习中的应用研究

论文摘要

词汇在语言学习中扮演着越来越重要的角色,词汇的学习始终贯穿整个语言学习过程,但是效果却很不明显。概念隐喻理论认为隐喻普遍存在于人类的语言中,是人类思维,行为表达的一种方式。语言的本质就是隐喻,并且它在词汇变化和扩展中起着很大的作用,概念隐喻理论和词汇有着密切的联系。很多学者将概念隐喻和词汇结合起来研究,如Kovecses和Szabo在2006年做了一些相关的研究表明概念隐喻可以促进俗语的理解。Boer在其著作中也提出概念隐喻在介词学习中起着非常有效的作用。基于前人的研究本文意在尝试将概念隐喻理论引用到大学英语词汇学习中去,寻求基于隐喻理论的词汇学习方法。该研究以定量研究为主,随意选取西安医学院两个自然班120名非英语专业大一学生为实验对象进行了为期一个学期的试验,在试验开始进行了前测,确保了他们可以作为实验对象,然后设计了以灌输概念隐喻理论为主并结合实例分析的六节教案在实验班实施。每两周进行一次测验来检测实验对象的隐喻词汇及表达、掌握情况。在试验最后又设计了调查问卷来调查学生将概念隐喻应用到词汇学习中的感受。通过对获得的试验数据的统计分析得出：将概念隐喻理论融入到大学英语词汇学习中可以有效的提高他们词汇习得的效率,同时也培养了他们的隐喻意识和隐喻能力。该研究给英语词汇教学和学习带来了一些启示：将概念隐喻理论应用到在词汇教和学中将会有效的提高教和学的效率,同时也能培养学生的隐喻意识和隐喻能力。

论文目录

• ABSTRACT
• 摘要
• LIST OF TABLES AND FIGURES
• CHAPTER Ⅰ INTRODUCTION
• 1.1 Motivation of the research
• 1.2 Purpose and significance of the research
• 1.3 Organization of the research
• CHAPTER Ⅱ LITERATURE REVIEW
• 2.1 Studies of the conceptual metaphor theory
• 2.1.1 The definition of the conceptual metaphor
• 2.1.2 Main characteristics of conceptual metaphor
• 2.1.3 Working mechanism of conceptual metaphor
• 2.1.4 The classification of the conceptual metaphor
• 2.1.5 Metaphorical awareness and vocabulary learning
• 2.1.6 Metaphorical competence and vocabulary learning
• 2.2 Studies of applying conceptual metaphor theory to vocabulary learning
• 2.2.1 Studies of applying conceptual metaphor theory to vocabulary learning abroad
• 2.2.2 Studies of applying conceptual metaphor theory to vocabulary learning in china
• 2.3 Implication of conceptual metaphor theory on vocabulary learning
• CHAPTER Ⅲ RESEARCH METHODOLOGY
• 3.1 The research aim and hypotheses
• 3.2 Subjects
• 3.3 Instruments
• 3.4 Materials
• 3.4.1 Materials for teaching and learning
• 3.4.2 Materials for test papers
• 3.5 Research procedures
• 3.5.1 Stage-one
• 3.5.2 Stage-two
• 3.6 Data collection
• 3.7 Reliability and validity
• CHAPTER Ⅳ RESULTS AND DISCUSSION
• 4.1 Comparison between experimental class and control class
• 4.1.1 Comparison on the pretest 1
• 4.1.2 Comparison on the pretest 2
• 4.1.3 Comparison on the posttest 1
• 4.1.4 Comparison on the posttest 2
• 4.1.5 Comparison on the posttest 3
• 4.2 The comparison of EC in the pre-test 1 and post-test 1
• 4.3 The comparison of EC in the pre-test 1 and post-test 2
• 4.4 The comparison of EC in the pre-test 2 and post-test 3
• 4.5 The analysis of the questionnaire
• 4.6 Discussions
• CHAPTER Ⅴ CONCLUSION
• 5.1 Major findings
• 5.2 Implications and suggestions for teachers
• 5.3 Suggestions for students
• 5.4 Limitations of this study
• 5.5 Suggestions for future research
• BIBLIOGRAPHY
• 攻读硕士学位期间发表的论文
• ACKNOWLEDGEMENTS
• APPENDIX Ⅰ
• APPENDIX Ⅱ
• APPENDIX Ⅲ