基于概念隐喻理论的英语习语教学实证研究

论文摘要

英语习语是英语中不可或缺的部分,其熟练掌握也是英语地道化的一个重要体现。对于中国学生而言,英语习语是英语学习中的难点之一。传统的观点认为习语的语义具有不可分析性,习语只被当作为一个意义整体。而认知语言学认为,绝大多数习语的意义具有可分析性,概念理据能为习语意义的解释提供一条很好的途径,也能为英语习语教学提供一个很好的教学方法。本研究是一项建立在Lakoff提出的概念隐喻理论基础上的,就我国大学层次的英语教学中融入概念隐喻知识对英语学习者的英语习语学习策略和效果这一问题进行的实证研究。本实验包括学前问卷调查,学前测试,课堂教学,随堂测试,学后测试和学后问卷调查。受试者是某大学一年级两个自然班的50名学生,其中一个为实验班,另一个为控制班。本实验对实验班受试进行英语习语理据分析和概念隐喻知识的介绍,培养其隐喻意识。对控制班受试没有介绍概念隐喻的知识,而是采用一般的方法教学,即直接告知习语的意义并辅以例句,或通过例句对习语的意义先进行推测,再做进一步讲解。通过对比组间和组内两组受试加工英语习语的效果和运用加工策略的差异,检测概念隐喻理论和英语习语教学相结合对中国EFL学习者英语习语习得的有效性和可行性。本研究的数据主要通过三种方式获取,即调查问卷、测试和有声思维。本文的主要方法为独立样本T检验和配对样本T检验。通过对实证数据的定量分析和定性分析,本研究得出以下结论:1)概念隐喻知识的融入,隐喻意识的培养有助于英语习语教学。从随堂测试和学后测试中两组受试加工习语的结果看,实验班加工习语的正确率比控制班高。2)使用隐喻知识对习语进行分析是一种有效的英语习语加工策略。从两组受试加工习语的策略看,实验班的受试在加工不熟悉习语时更多地使用隐喻知识对习语进行拆分性分析,而且正确率也更高。3)语境对学习者习语的理解具有促进作用。两组受试加工有语境的习语比没有语境的习语的正确率要高。4)概念理据能促进习语的理解。从随堂测试看,概念隐喻和意象图式相结合教学使实验班受试能运用概念理据知识比控制班受试更好地理解和运用英语习语。基于以上研究,文章进一步对英语习语的学习和教学提出了一些建设性的建议。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 The Rationale of the Present Study
• 1.2 Key Research Orientation
• 1.3 Approaches of the Present Study
• 1.4 Contents of the Remaining Chapters
• Chapter 2 Literature Review
• 2.1 Two Linguistic Views on Idioms
• 2.1.1 Traditional Non-compositional View on Idioms
• 2.1.2 Compositional View on Idioms
• 2.2 Studies on L2 Idiom Teaching and Learning
• 2.2.1 Studies on L2 Idiom Teaching and Non-compositional View
• 2.2.2 Studies on L2 Idiom Teaching and Conceptual Metaphor Theory
• 2.3 Studies on L2 Idiom Processing Strategies
• 2.4 Modes of Idiom Presentation and L2 Idiom Learning
• 2.5 Classification of Idioms
• 2.6 Technique Used for Uncovering the Mental Processes
• Chapter 3 Theoretical Foundations of the Present Study
• 3.1 Conceptual Metaphor Theory
• 3.1.1 Experientialism: Philosophical Basis of Conceptual Metaphor Theory
• 3.1.2 Exposition of Conceptual Metaphor Theory
• 3.1.3 Classification of Conceptual Metaphors
• 3.1.4 Systematicity of Conceptual Metaphors
• 3.2 Motivation for the Meaning of Idioms
• 3.2.1 The Meaning of Idioms Motivated by Conceptual Metaphor and Image Schema
• 3.2.2 The Meaning of Idioms Motivated by Metonymy
• 3.2.3 The Meaning of Idioms Motivated by Conventional Knowledge
• 3.3 Conceptual Metaphor and English Idiom Teaching
• Chapter 4 Methodology
• 4.1 Introduction
• 4.2 Purpose of the Experiment
• 4.3 Variables in the Present Study
• 4.4 Participants
• 4.5 Materials
• 4.6 Instruments
• 4.6.1 Three Test Papers
• 4.6.2 Two Questionnaires
• 4.7 Procedures
• 4.7.1 Data Collection
• 4.7.2 Data Transcription and Analysis
• 4.7.3 Idiom Instruction
• Chapter 5 Results of the Present Study
• 5.1 Introduction
• 5.2 Hypothesis 1
• 5.2.1 Results of the Pretest and Post-test for Both Groups
• 5.2.2 Results of the Two Groups in the Pretest and Post-test
• 5.3 Hypothesis 2
• 5.4 Hypothesis 3
• 5.5 Hypothesis 4
• 5.6 Results of the Questionnaires
• Chapter 6 Discussion of the Results
• 6.1 Major Findings of the Present Study
• 6.2 Conceptual Metaphor Approach as an Effective Way of Teaching English Idioms
• 6.3 Conceptual Metaphor as a Processing Strategy
• 6.4 Context Facilitating English Idiom Learning
• 6.5 Conceptual Metaphors and Images Motivating English Idioms
• 6.6 General Discussion on Subjects’Opinions Reflected from Questionnaires
• Conclusions, Implications and Suggestions
• References
• Acknowledgements
• Appendix A List of Idioms and their Motivating Conceptual Metaphors in the Research
• Appendix B Questionnaire before the Pretest
• Appendix C Pretest Paper
• Appendix D Post-test Paper
• Appendix E Questionnaire after the Post-test
• Appendix F Classroom -test Paper
• Appendix G Frequency Table of the First Two Statements in the First Questionnaire
• Appendix H 详细中文摘要