詞匯學(xué)習(xí)對(duì)語(yǔ)言習(xí)得與學(xué)習(xí)起著重要作用。這一點(diǎn)已被學(xué)者，老師與學(xué)生所公認(rèn)。同時(shí)，各種考核標(biāo)準(zhǔn)，如大學(xué)英語(yǔ)4,6級(jí)考試，對(duì)大學(xué)生的詞匯要求也逐漸增加。于是教師努力教學(xué)詞匯，同時(shí)學(xué)生也花大量時(shí)間學(xué)習(xí)詞匯，但學(xué)生掌握詞匯的效果并不明顯。在聽說(shuō)讀寫中，大量學(xué)生仍然受詞匯的困擾。如何解決這一問(wèn)題？概念隱喻為人們提供了一種理解記憶詞匯的新方法。根據(jù)概念隱喻理論，隱喻在我們的生活中無(wú)處不在。它不僅存在于我們的語(yǔ)言中，人們的思維和行動(dòng)本質(zhì)上都是隱喻性的。隱喻作為一種認(rèn)知工具而語(yǔ)言是人們認(rèn)知的產(chǎn)物，可見隱喻與語(yǔ)言之間有著密切的關(guān)系。因此，本文通過(guò)介紹隱喻作為一種認(rèn)知工具，為老師和學(xué)生改進(jìn)英語(yǔ)詞匯教與學(xué)提供新的渠道。隱喻可以從認(rèn)知的角度改進(jìn)英語(yǔ)詞匯教學(xué)。為此，本文在概述概念隱喻與外語(yǔ)教學(xué)的研究現(xiàn)狀及介紹概念隱喻理論的基礎(chǔ)上，結(jié)合目前教師與學(xué)生在詞匯教與學(xué)中所面臨的問(wèn)題，從實(shí)證的角度探討在大學(xué)英語(yǔ)詞匯教學(xué)中應(yīng)用概念隱喻能否有助于學(xué)生更深刻地理解和記憶詞匯的問(wèn)題。筆者對(duì)重慶科技學(xué)院控制班和實(shí)驗(yàn)班的學(xué)生進(jìn)行為期一學(xué)期的教學(xué)對(duì)比實(shí)驗(yàn)。通過(guò)實(shí)驗(yàn)數(shù)據(jù)對(duì)比分析，結(jié)果表明：在英語(yǔ)詞匯教學(xué)中運(yùn)用概念隱喻有助于學(xué)生更深刻地理解... 

【文章來(lái)源】：重慶師范大學(xué)重慶市

【文章頁(yè)數(shù)】：67 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Contents
Chapter One Introduction
    1.1 Research Background
    1.2 Significance and Purpose of the Research
        1.2.1 The Significance of the Research
        1.2.2 The Purpose of the Research
    1.3 The Structure of the Thesis
Chapter Two Literature Review
    2.1 A Historical Retrospect of the Studies of Foreign Vocabulary Teaching Abroad
    2.2 Studies of Foreign Vocabulary Teaching in China
    2.3 Studies Abroad on Appling Conceptual Metaphor Theory to Foreign Language Vocabulary Teaching
    2.4 Studies on Applying Conceptual Metaphor Theory to Foreign Language Vocabulary Taching in China
Chapter Three Conceptual Metaphor Theory
    3.1 Definition of Conceptual Metaphor
    3.2 The Working Mechanism of Conceptual Metaphor
    3.3 The Classification of Conceptual Metaphor
        3.3.1 Orientational Metaphor
        3.3.2 Ontological Metaphor
        3.3.3 Structural Metaphor
Chapter Four An Analysis of Conceptual Metaphor Theory in English Vocabulary Teaching
    4.1 Polysemous Words Analysis
    4.2. Idiomatic Expressions Analysis
    4.3 Cultural Implications
Chapter Five An Empirical Study
    5.1 Hypothesis
    5.2 Subjects
    5.3 Methods and Instruments
    5.4 Procedures
        5.4.1 Pretest
        5.4.2 Procedures of the Teaching Experiment
        5.4.3 Posttest
    5.5 Data Collection and Analysis
        5.5.1 Data Collection
        5.5.2 Data Analysis
Chapter Six Conclusion
    6.1 Findings of the Research
    6.2 The Pedagogical Implications
        6.2.1. Developing Students’ metaphorical Thinking
        6.2.2. Giving Priority to Basic Words and Analyzing the Polysemous Words and Some Word Formation
        6.2.3. Constructing Conceptual Metaphor Models
        6.2.4. Understanding Some Usages Based on Our Experience and Concrete Things
        6.2.5. Connecting Vocabulary Teaching with Culture
    6.3 Limitations of the Present Research
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D
Acknowledgements



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