基于概念隐喻理论英语短语动词习得研究

论文摘要

词汇在语言学习中起着至关重要的作用,是语言学习中一个及其重要的部分,也是提高学生语言技能的重要方法之一。短语动词是词汇的重要组成部分,所以,短语动词的学习至关重要。短语动词是由动词和小品词构成。在英语中,其使用频率高,组合能力强,一直是英语学习者不容易掌握的词汇部分。由于大部分短语动词的意义不仅仅是两个组成部分意义的叠加,这就构成了英语学习者学习短语动词的困难。一直以来,国内外学者都充分认识到了短语动词学习的重要性和困难性,他们一直在探索有效的学习方法。本文旨在考查基于概念隐喻理论以小品词为中心的短语动词学习方法的学习效果,从而为学习短语动词提供有效的学习方法。本研究采用两次测试和一次调查问卷的定量与定性相结合的研究方法来证明此学习方法在短语动词学习中是否有效。两组受试者都是延安大学大二非英语专业的学生,来自两个整体水平相当的自然班。他们运用不同的方法学习短语动词。通过测试和调查问卷来收集数据,并用SPSS 17.0软件分析数据。实验结果表明基于概念隐喻理论以小品词为中心的短语动词学习方法是有效的。而且通过分析调查问卷的数据,实验组的学生对此方法持积极的态度。本研究揭示了以小品词为中心,运用概念隐喻去阐释、理解小品词的意义,有助于理解和学习短语动词,以及推测新的短语动词意义。本研究为学习者提供了一些有效的学习方法,对短语动词的学习和教学具有一定的启示意义。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 Purpose of the Study
• 1.3 Significance of the Study
• 1.4 Organization of the Thesis
• Chapter Two Literature Review
• 2.1 Phrasal verb
• 2.1.1 Definition of Phrasal Verb
• 2.1.2 Semantic Features of Phrasal Verb
• 2.1.2.1 The Integrity of Semantic
• 2.1.2.2 The Variety of Semantic
• 2.1.2.3 The Semantic of Particles
• 2.1.3 Studies on Phrasal Verbs Abroad and at Home
• 2.2 Conceptual Metaphor Theory
• 2.2.1 Studies on Conceptual Metaphor Theory Abroad
• 2.2.2 Studies on Conceptual Metaphor at Home
• 2.3 Summary
• Chapter Three Theoretical Framework
• 3.1 Definition
• 3.2 Features
• 3.2.1 Similarity
• 3.2.2 Systematicity
• 3.3 Philosophical Basis -- Experientialism
• 3.4 Working Mechanism
• 3.5 Classification of Conceptual Metaphor
• 3.5.1 Structural Metaphor
• 3.5.2 Orientational Metaphor
• 3.5.3 Ontological Metaphor
• 3.6 Conceptual Metaphor and Particles
• Chapter Four Research Methodology
• 4.1 Research Questions
• 4.2 Subjects
• 4.3 Instruments
• 4.4 Procedure
• 4.4.1 Pretest
• 4.4.2 Learning Process
• 4.4.2.1 Learning process in Experimental Group
• 4.4.2.2 Learning process in Control Group
• 4.4.3 Posttest
• 4.4.4 Questionnaire
• 4.5 Data Collection
• Chapter Five Data analysis and Discussion
• 5.1 Data Analysis
• 5.1.1 Description of Data
• 5.1.2 Analysis of the Pretest
• 5.1.3 Analysis of the Posttest
• 5.1.4 Comparison of Pre-posttest in EG
• 5.1.5 Comparison of Pre-posttest in CG
• 5.1.6 Analysis of the Questionnaire
• 5.2 Discussion of Results of Experiment
• 5.2.1 Effects of Conceptual Metaphor Theory on the Learning of Phrasal Verbs
• 5.2.2 Way of Applying Conceptual Metaphor Theory to the Learning of Phrasal Verbs
• 5.2.3 Attitude towards New Learning Method
• 5.3 Summary
• Chapter Six Conclusion
• 6.1 Major Findings of the Research
• 6.2 Pedagogical Implications
• 6.3 Limitations of the Study and Suggestions for Future Research
• Bibliography
• Appendix
• Publications