認知語言學視角下的中國小學生英語介詞on教學實證研究
發(fā)布時間：2019-03-26 10:25
【摘要】：英語介詞一直是外語學習者必須學習的語言知識,在我國英語教學中非常重要。在2015年成都地區(qū)小學五年級教學大綱中明確指出,介詞是英語學習的核心知識,必須列入測試范圍。可見,介詞在小學英語學習階段就已經(jīng)體現(xiàn)出其重要性了。但在英語課堂上,教師多采用傳統(tǒng)的教學方法教學,忽略了介詞各義項之間的認知關(guān)系,使學習者機械記憶詞義,尤其是小學階段更是如此,這就導致許多小學段的語言學習者深感介詞的多義性太復雜、太抽象,無法真正理解,更難以靈活運用。因此,如何使小學段的語言學習者更好地理解和靈活運用介詞,成了認知語言學者及教師們的當務(wù)之急。認知語言學以人類體驗認知為基礎(chǔ)對多義現(xiàn)象進行研究,認為體驗認知是介詞意義的基本來源。目前認知語言學對介詞的研究主要集中在理論層面,主要研究了over,through,with,in等,對于介詞on的研究相對較少。教學應(yīng)用研究也有所涉及,但實驗對象多以成年學生為主,把小學生作為研究對象的教學研究相對不足。鑒于此,本研究從認知語言學的視角探討英語介詞on的教學研究,研究對象為小學五年級的22名語言學習者。實驗對象分為實驗班和控制班,分別采用認知語言學教學方法和傳統(tǒng)教學方法。研究過程包括前測、教學過程、后測和訪談四個階段。研究發(fā)現(xiàn):(1)在教授英語介詞on時,認知語言學方法教授的實驗組比傳統(tǒng)教學方法教授的控制組表現(xiàn)好,這表明前者更有助于小學英語學習者正確理解和運用介詞;(2)認知語言學教學方法能在一定程度上促進小學英語學習者學習英語介詞的興趣。本教學研究的啟示是,在英語介詞的教學過程中,教師可運用認知語言學理論指導小學英語學習者理解介詞的多義性,讓他們從小了解介詞多義性形成的認知機制,提高英語學習效果。
[Abstract]:English preposition has always been the language knowledge that foreign language learners must learn, and it is very important in English teaching in China. In the fifth grade syllabus of Chengdu primary school in 2015, it is clearly pointed out that preposition is the core knowledge of English learning and must be included in the scope of the test. It can be seen that prepositions in the primary school English learning stage has shown its importance. However, in English classes, teachers often use traditional teaching methods, ignoring the cognitive relationship between the various meanings of prepositions, so that learners can memorize the meanings of words mechanically, especially in the primary school stage. This causes many primary school language learners to feel that the polysemy of prepositions is too complex, too abstract to really understand, and even more difficult to use flexibly. Therefore, it is an urgent task for cognitive linguists and teachers to make language learners in primary school better understand and use prepositions flexibly. Cognitive linguistics studies polysemy on the basis of human experiential cognition and holds that experiential cognition is the basic source of prepositional meaning. At present, the research on preposition in cognitive linguistics is mainly focused on the theoretical level, mainly on over,through,with,in and so on, but the research on preposition on is relatively few. The research on teaching application is also involved, but the experimental objects are mainly adult students, and the teaching research on primary school students is relatively insufficient. In view of this, this study explores the teaching of English preposition on from the perspective of cognitive linguistics. The subjects of this study are 22 language learners in the fifth grade of primary school. The subjects are divided into experimental class and control class. Cognitive linguistics teaching method and traditional teaching method are used respectively. The research process includes four stages: pre-test, teaching process, post-test and interview. The results are as follows: (1) when teaching English preposition on, the experimental group of cognitive linguistics teaching is better than the control group of traditional teaching methods, which indicates that the former is more helpful for primary English learners to understand and use prepositions correctly; (2) Cognitive linguistics teaching method can promote the interest of primary school English learners in learning English prepositions to a certain extent. The enlightenment of this teaching research is that in the process of teaching English prepositions, teachers can use cognitive linguistics theory to guide primary school English learners to understand the polysemy of prepositions and make them understand the cognitive mechanism of the formation of prepositions polysemy from an early age. Improve English learning results.
【學位授予單位】：西華大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31
本文編號：2447454
[Abstract]:English preposition has always been the language knowledge that foreign language learners must learn, and it is very important in English teaching in China. In the fifth grade syllabus of Chengdu primary school in 2015, it is clearly pointed out that preposition is the core knowledge of English learning and must be included in the scope of the test. It can be seen that prepositions in the primary school English learning stage has shown its importance. However, in English classes, teachers often use traditional teaching methods, ignoring the cognitive relationship between the various meanings of prepositions, so that learners can memorize the meanings of words mechanically, especially in the primary school stage. This causes many primary school language learners to feel that the polysemy of prepositions is too complex, too abstract to really understand, and even more difficult to use flexibly. Therefore, it is an urgent task for cognitive linguists and teachers to make language learners in primary school better understand and use prepositions flexibly. Cognitive linguistics studies polysemy on the basis of human experiential cognition and holds that experiential cognition is the basic source of prepositional meaning. At present, the research on preposition in cognitive linguistics is mainly focused on the theoretical level, mainly on over,through,with,in and so on, but the research on preposition on is relatively few. The research on teaching application is also involved, but the experimental objects are mainly adult students, and the teaching research on primary school students is relatively insufficient. In view of this, this study explores the teaching of English preposition on from the perspective of cognitive linguistics. The subjects of this study are 22 language learners in the fifth grade of primary school. The subjects are divided into experimental class and control class. Cognitive linguistics teaching method and traditional teaching method are used respectively. The research process includes four stages: pre-test, teaching process, post-test and interview. The results are as follows: (1) when teaching English preposition on, the experimental group of cognitive linguistics teaching is better than the control group of traditional teaching methods, which indicates that the former is more helpful for primary English learners to understand and use prepositions correctly; (2) Cognitive linguistics teaching method can promote the interest of primary school English learners in learning English prepositions to a certain extent. The enlightenment of this teaching research is that in the process of teaching English prepositions, teachers can use cognitive linguistics theory to guide primary school English learners to understand the polysemy of prepositions and make them understand the cognitive mechanism of the formation of prepositions polysemy from an early age. Improve English learning results.
【學位授予單位】：西華大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31
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