基于认知方法的非英语专业学生英语习语习得的实证研究

论文摘要

本研究的目的是通过实验探索认知方法对非英语专业大学生英语习语习得的影响。本实验由青岛科技大学的60名非英语专业一年级两个自然班的学生参加。两个班一个作为实验组，另一个为控制组。实验过程包括定量研究与定性研究两个部分：第一部分包括学前问卷，学前测试，课堂教学，学后测试和问卷反馈五个步骤；第二个部分采用采访的形式来进行。实验过程中，对实验组受试进行概念隐喻等知识的介绍，分析英语习语的结构，培养其隐喻意识。而对控制组采用传统的教学方法，即讲解习语的意义并辅以例句。实验研究数据主要通过描述统计和独立样本T检验进行分析。通过对比组间和组内两组受试学习英语习语的效果及学习策略的差异，得出以下结论：(1)掌握蕴含于习语背后的概念隐喻及意象图式等理论方法能够使学生有效地记忆英语习语。(2)提高隐喻及文化背景意识有助于在口语表达方面提高学生的习语运用能力。本研究作为前人研究的补充证实了认知方法对英语习语的习得的积极影响，也对于英语习语的学习和教学提出了一些建议，以期对中国大学生，特别是非英语专业学生的英语习语学习和英语习语的教学有所帮助。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 The Problems Among Chinese Students
• 1.2 Background of the Study
• 1.3 Purpose and Significance of the Study
• 1.4 Organization of the Thesis
• Chapter Two Literature Review
• 2.1 Nature of Idioms
• 2.1.1 Definitions of Idioms
• 2.1.2 Classifications of Idioms
• 2.1.3 Cultural Background of Idioms
• 2.1.4 Cultural Sources of English Idioms
• 2.1.4.1 Idioms from Customs and Superstition
• 2.1.4.2 Idioms from Historical Allusions, Legendaries and Living Surroundings
• 2.1.4.3 Idioms from Masterpiece
• 2.2 Theoretical Framework
• 2.2.1 Conceptual Metaphor Theory
• 2.2.1.1 Background of Conceptual Metaphor Theory
• 2.2.1.2 Definition of Conceptual Metaphor Theory
• 2.2.1.3 Classification of Conceptual Metaphor Theory
• 2.2.2 The Image Schema Theory
• 2.2.3 Mental Images
• 2.3 Two Linguistic Views of Idioms
• 2.3.1 Traditional View of Idioms
• 2.3.2 Cognitive View of Idioms
• 2.4 Metaphorical Motivation for the Idiomatic Meaning
• 2.4.1 The Idiomatic Meaning Motivated by Conceptual Metaphor and Image Schema
• 2.4.2 The Idiomatic Meaning Motivated by Metonymy
• 2.4.3 The Idiomatic Meaning Motivated by Conventional Knowledge
• 2.5 Related Research on Idiom Acquisition
• 2.5.1 Research Abroad
• 2.5.2 Research in China
• 2.6 Summary
• Chapter Three Research Methodology
• 3.1 Quantitative Research
• 3.1.1 Research Hypotheses
• 3.1.2 Participants
• 3.1.3 Instruments
• 3.1.3.1 Questionnaires
• 3.1.3.2 Learning Materials
• 3.1.3.3 Test Papers
• 3.1.4 Procedures
• 3.1.4.1 Questionnaire 1 and Pre-test
• 3.1.4.2 Treatment
• 3.1.4.3 Questionnaire 2 and Post-test
• 3.2 Qualitative Research: an Interview
• 3.3 Summary
• Chapter Four Results and Discussion
• 4.1 Results from Questionnaire 1 & Questionnaire 2
• 4.2 Results from Descriptive Statistics for Two Tests
• 4.3 Results from the Independent Sample T-test for Two Tests
• 4.4 Results from Interview
• 4.5 Discussion
• 4.6 Summary
• Chapter Five Conclusion
• 5.1 Major Findings
• 5.2 Pedagogical Implications
• 5.3 Limitations
• 5.4 Suggestions for Future Study
• Bibliography
• Appendix 1: Questionnaire 1
• Appendix 2: Questionnaire 2
• Appendix 3: Pre-test Paper
• Appendix 4: Post-test Paper
• Appendix 5: Learning Materials
• 攻读学位期间发表的学术论文
• Acknowledgments