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  本文關(guān)鍵詞：意象圖示理論在高中英語詞匯教學中的應(yīng)用研究　出處：《閩南師范大學》2015年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 認知語言學 意象圖式 詞匯 英語詞匯教學

【摘要】：詞匯是構(gòu)成語言的基本材料,是實現(xiàn)交際的重要手段,同時也是英語教學的核心內(nèi)容。《普通高中英語課程標準(實驗)》對詞匯教學提出了更高的要求,不僅涉及“量”的增長,而且強調(diào)“質(zhì)”的提高,然而,當前的詞匯教學現(xiàn)狀并不樂觀,學生普遍反映詞匯學習“費時低效”,教師也認為詞匯教學“收效甚微”。因此,如何提高詞匯教學水平,改善詞匯學習方法就成為了國內(nèi)外學者共同關(guān)心的課題。認知語言學的蓬勃發(fā)展為語言研究開辟了新的視野,人類逐漸認識到在語言與客觀世界之間還存在著“認知”這個中間地帶,從認知角度探討英語教學有了新的理論基礎(chǔ)。意象圖式是人腦中的圖像加工機制與已知信息和概念相結(jié)合的產(chǎn)物,它能夠?qū)⒊橄蟮母拍罹唧w化并通過高度概括的具體圖形表現(xiàn)出來,以此展現(xiàn)單詞之間看似獨立實際卻相互關(guān)聯(lián)的意義,從本質(zhì)上揭示了人類的認知行為對語言學習所產(chǎn)生的關(guān)鍵作用。本文以認知語言學中的意象圖式為理論基礎(chǔ),以高中英語詞匯教學為切入點,旨在驗證“意象圖式理論指導下的詞匯教學能夠提高學生的詞匯學習成績”、“意象圖式理論在詞匯教學中的應(yīng)用能夠增強學生的詞匯學習興趣”的實驗假設(shè)。本研究選取了河北省唐山市某學校高二年段兩個平行班為被試,于實驗班進行了一學期的意象圖式法教詞匯的教學實驗,控制班采用傳統(tǒng)詞匯教學方法,而后對收集到的數(shù)據(jù)進行分析。研究結(jié)果表明:意象圖式理論指導下的實驗班詞匯成績優(yōu)于沒有接受該方法的控制班,且該方法受到了實驗班同學的普遍歡迎。本文采用定量與定性相結(jié)合的研究方法,得出了意象圖式理論能夠提高詞匯學習成績而且能夠從一定程度上增強學生的詞匯學習興趣的研究結(jié)論。祈望對今后的詞匯教學有所裨益。
[Abstract]:Vocabulary is the basic material of language formation, the important means of communication and the core content of English teaching. It not only involves the growth of "quantity", but also emphasizes the improvement of "quality". However, the present situation of vocabulary teaching is not optimistic, and students generally report that vocabulary learning is "time-consuming and inefficient". Teachers also think that vocabulary teaching has "little effect". Therefore, how to improve the level of vocabulary teaching. Improving vocabulary learning methods has become a common concern of scholars both at home and abroad, and the vigorous development of cognitive linguistics has opened up a new perspective for language research. Human beings have come to realize that there is still a "cognitive" middle zone between language and the objective world. There is a new theoretical basis for exploring English teaching from a cognitive perspective. Image schemata are the product of the combination of image processing mechanisms in the human brain with known information and concepts. It can concretize abstract concepts and express them through highly generalized concrete figures, thus showing the seemingly independent, practical but interrelated meanings of words. In essence, this paper reveals the key role of human cognitive behavior in language learning. This thesis is based on the image schema in cognitive linguistics and takes English vocabulary teaching in senior high school as the starting point. The purpose of this paper is to verify that "the vocabulary teaching under the guidance of image schema theory can improve the students' vocabulary learning achievement". The experimental hypothesis that the application of image schema theory in vocabulary teaching can enhance students' interest in vocabulary learning. This study selected two parallel classes of a school in Tangshan City, Hebei Province, as subjects. The experiment of image schema teaching vocabulary was carried out in the experimental class for one semester, and the traditional vocabulary teaching method was adopted in the control class. Then the data collected are analyzed. The results show that the experimental class's vocabulary score is better than that of the control class under the guidance of image schema theory. And this method is generally welcomed by the students in the experimental class. This paper adopts the method of combining quantitative and qualitative research. The conclusion is that image schema theory can improve the achievement of vocabulary learning and enhance the students' interest in vocabulary learning to a certain extent, and hope that it will be beneficial to vocabulary teaching in the future.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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本文編號：1392436