概念隱喻在大學(xué)英語詞匯教學(xué)中的應(yīng)用研究
發(fā)布時(shí)間：2019-05-20 05:44
【摘要】：在外語教學(xué)中,詞匯是其中的一個(gè)關(guān)鍵環(huán)節(jié)。同時(shí),它在語言學(xué)習(xí)過程中也起著至關(guān)重要的作用。學(xué)生對(duì)詞匯的掌握和運(yùn)用情況直接影響著他們聽、說、讀、寫和譯方面技能的提高。在中國,英語,特別是英語的詞匯教學(xué)已經(jīng)成為大學(xué)課程學(xué)習(xí)的一項(xiàng)重要內(nèi)容。實(shí)際上,直到20世紀(jì)70年代,學(xué)者們才逐漸對(duì)詞匯教學(xué)重視起來。然而,我國大學(xué)英語詞匯教學(xué)過程和教學(xué)方法仍然存在諸多弊端和缺陷。例如,大學(xué)英語老師一般更傾向于向?qū)W生講授詞匯的發(fā)音,字面意思及其用法,而往往忽視了詞匯的聯(lián)想意義。而學(xué)生們需要的是更加系統(tǒng)的、科學(xué)的詞匯記憶和理解方式。在英語詞匯學(xué)習(xí)過程中,學(xué)生們往往采用機(jī)械式的記憶方法,而這種方法卻忽視了詞與詞之間的語義聯(lián)系。在這種學(xué)習(xí)方式的指導(dǎo)下,學(xué)生們往往收效甚微。對(duì)詞匯的理解需要考慮到人類的認(rèn)知因素,而這恰好是如今在大學(xué)英語詞匯教學(xué)過程中所缺乏的一個(gè)方面。同時(shí),學(xué)生們也忽視了詞匯的聯(lián)想意義,所以現(xiàn)在很多大學(xué)生都不能在實(shí)際的交際場(chǎng)景中靈活運(yùn)用所學(xué)的詞匯。為了解決這個(gè)難題,我們需要將科學(xué)的理論引入大學(xué)英語的詞匯教學(xué)。而越來越多的國內(nèi)外研究者已經(jīng)意識(shí)到了概念隱喻對(duì)詞匯教學(xué)的重要性。國內(nèi)外的研究者對(duì)隱喻的研究已有悠久的歷史。傳統(tǒng)的隱喻觀認(rèn)為隱喻就是文學(xué)中的一種修辭手段。1980年,Lakoff和Johnson在我們《賴以生存的隱喻》一書中指出,隱喻不僅僅是作為一種修辭手段的語言現(xiàn)象,它是人類的認(rèn)知活動(dòng)和思維的工具。換句話說,隱喻應(yīng)該考慮到人類的認(rèn)知因素。Lakoff和Johnson提出的概念隱喻理論對(duì)語言學(xué)產(chǎn)生了重大的影響。這種理論認(rèn)為,人們往往通過自己熟悉的具體的事物去認(rèn)識(shí)新的抽象的事物。概念隱喻理論大學(xué)英語詞匯教學(xué)提供了一個(gè)全新的視角。2016年,筆者曾在湖北美術(shù)學(xué)院教授大一公共英語課程,因此本研究選取筆者曾授課的兩個(gè)班,共計(jì)94名非英語專業(yè)大一學(xué)生,作為本研究的研究對(duì)象,展開為期8周的教學(xué)實(shí)驗(yàn)。47名控制組的學(xué)生采取傳統(tǒng)教學(xué)方法,47名實(shí)驗(yàn)組的學(xué)生運(yùn)用隱喻方法。實(shí)驗(yàn)包括前測(cè),教學(xué)實(shí)驗(yàn),后測(cè)及問卷調(diào)查。實(shí)驗(yàn)結(jié)束后對(duì)數(shù)據(jù)進(jìn)行分析。本研究試圖驗(yàn)證基于概念隱喻理論的大學(xué)英語詞匯教學(xué)的可行性,并由此提出以下三個(gè)假設(shè):(1)大學(xué)英語學(xué)習(xí)者有隱喻能力,因此將概念隱喻理論應(yīng)用到大學(xué)英語詞匯教學(xué)中具有可行性。(2)基于概念隱喻理論的大學(xué)英語詞匯教學(xué)能夠提高大學(xué)英語學(xué)習(xí)者在詞匯記憶和運(yùn)用方面的水平。(3)基于概念隱喻理論的大學(xué)英語詞匯教學(xué)能夠提高大學(xué)英語學(xué)習(xí)者的概念隱喻能力。筆者進(jìn)行教學(xué)實(shí)驗(yàn)前,通過前測(cè)和問卷調(diào)查得到的數(shù)據(jù)表明:實(shí)驗(yàn)組和控制組的學(xué)生大部分都聽說過隱喻,并且能識(shí)別理解句子中的簡單隱喻;兩組在前測(cè)中的分?jǐn)?shù)相差不大。由此可見,兩組學(xué)生均具有概念隱喻能力且英語詞匯水平相當(dāng)。因此,將概念隱喻應(yīng)用到大學(xué)詞匯教學(xué)具有可行性。筆者進(jìn)行教學(xué)實(shí)驗(yàn)后,通過問卷調(diào)查得到的數(shù)據(jù)表明:實(shí)驗(yàn)組中的大多數(shù)學(xué)生的詞匯學(xué)習(xí)效率及學(xué)習(xí)興趣有所提高;實(shí)驗(yàn)組大部分學(xué)生已經(jīng)意識(shí)到概念隱喻現(xiàn)象在英語中十分普遍,即隱喻意識(shí)有所提高;他們能更加容易地識(shí)別和理解英語句子中的概念隱喻,并且在寫作和口語中能夠靈活地運(yùn)用;大部分實(shí)驗(yàn)組學(xué)生認(rèn)為自己的英語詞匯水平有所提高,并且建議將概念隱喻應(yīng)用于大學(xué)英語詞匯教學(xué)。除此之外,通過對(duì)比實(shí)驗(yàn)組和控制組在前測(cè)和后測(cè)得到的分?jǐn)?shù)可以看出:相對(duì)于控制組而言,實(shí)驗(yàn)組學(xué)生在英語詞匯方面取得了更大的進(jìn)步;由于前測(cè)和后測(cè)都涉及隱喻,實(shí)驗(yàn)組后測(cè)的分?jǐn)?shù)高于前測(cè)說明了他們的概念隱喻能力有所提高�？偠灾�,該教學(xué)實(shí)驗(yàn)證實(shí)了以上的三個(gè)假設(shè)。
[Abstract]:In foreign language teaching, the vocabulary is one of the key links. At the same time, it plays an important role in the process of language learning. The students' grasp and application of the vocabulary directly affect their listening, speaking, reading, writing and translation skills. In China, the vocabulary teaching in English, especially in English, has become an important part of the university curriculum study. In fact, until the 1970s, the scholars gradually attached importance to the vocabulary teaching. However, the English vocabulary teaching process and teaching method of our university still have many disadvantages and defects. For example, college English teachers tend to be more inclined to teach students the pronunciation, the literal meaning and the usage of the words, and often ignore the associative meaning of the words. The students need more systematic and scientific vocabulary memory and understanding. In the process of English vocabulary learning, students often adopt a mechanical method of memory, and this method ignores the semantic relation between words and words. Under the guidance of this kind of learning method, students often have little effect. The understanding of vocabulary needs to take into account human cognitive factors, which is just one aspect of the lack of English vocabulary teaching in college. At the same time, the students also neglect the associative meaning of the words, so many college students can not use the vocabulary in the actual communication scene. In order to solve this problem, we need to introduce the theory of science into the vocabulary teaching of college English. And more and more researchers at home and abroad have realized the importance of conceptual metaphor to vocabulary teaching. The researchers at home and abroad have a long history of research on metaphor. In 1980, Lakoff and Johnson pointed out that metaphor is not only a language phenomenon that is a rhetorical device, but also a tool for human cognitive activities and thinking. In other words, metaphor should take into account human cognitive factors. The conceptual metaphor theory proposed by Lakoff and Johnson has a great impact on linguistics. The theory holds that people tend to recognize new and abstract things through specific things that they are familiar with. The concept of metaphor theory provides a new perspective for English vocabulary teaching. In 2016, the author has taught a public English course at the College of North Fine Arts, so the study selected two classes that the author has taught, a total of 94 non-English major students, as the research object of this study, The eight-week teaching experiment was carried out. The students of the 47 control group adopted the traditional teaching method, and the students in the experimental group used the method of metaphor. The experiment includes the pre-test, the teaching experiment, the post-test and the questionnaire. The data was analyzed after the end of the experiment. This study tries to verify the feasibility of college English vocabulary teaching based on conceptual metaphor theory, and then puts forward the following three assumptions: (1) College English learners have a metaphor ability, so it is feasible to apply the conceptual metaphor theory to the college English vocabulary teaching. (2) College English vocabulary teaching based on conceptual metaphor theory can improve the level of college English learners in terms of vocabulary memory and application. (3) College English vocabulary teaching based on conceptual metaphor theory can improve the conceptual metaphor ability of college English learners. Before the teaching experiment, the data obtained from the previous survey and the questionnaire show that most of the students in the experimental group and the control group have heard of the metaphor, and can recognize the simple metaphor in the understanding of the sentence; the scores of the two groups in the previous measurement are not much different. It can be seen that both groups have a conceptual metaphor and an equivalent level of English vocabulary. Therefore, it is feasible to apply conceptual metaphor to college vocabulary teaching. After the teaching experiment, the data obtained from the questionnaire show that most of the students in the experimental group have higher learning efficiency and interest in learning; most of the students in the experimental group have realized that the phenomenon of conceptual metaphor is very common in English, that is, the awareness of the metaphor is improved; They can identify and understand the conceptual metaphor in the English sentence more easily and can be used flexibly in the writing and in the oral language; most of the students in the experimental group think their English vocabulary is improved, and it is suggested to apply the conceptual metaphor to the college English vocabulary teaching. In addition, by comparing the scores of the experimental group and the control group before and after the test, it can be seen that, with respect to the control group, the experimental group has made great progress in the English vocabulary, and since both the pre-test and the post-measurement refer to the metaphor, The post-test scores of the experimental group were higher than that of the previous test. In summary, the teaching experiment confirmed the above three assumptions.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3
本文編號(hào)：2481400
[Abstract]:In foreign language teaching, the vocabulary is one of the key links. At the same time, it plays an important role in the process of language learning. The students' grasp and application of the vocabulary directly affect their listening, speaking, reading, writing and translation skills. In China, the vocabulary teaching in English, especially in English, has become an important part of the university curriculum study. In fact, until the 1970s, the scholars gradually attached importance to the vocabulary teaching. However, the English vocabulary teaching process and teaching method of our university still have many disadvantages and defects. For example, college English teachers tend to be more inclined to teach students the pronunciation, the literal meaning and the usage of the words, and often ignore the associative meaning of the words. The students need more systematic and scientific vocabulary memory and understanding. In the process of English vocabulary learning, students often adopt a mechanical method of memory, and this method ignores the semantic relation between words and words. Under the guidance of this kind of learning method, students often have little effect. The understanding of vocabulary needs to take into account human cognitive factors, which is just one aspect of the lack of English vocabulary teaching in college. At the same time, the students also neglect the associative meaning of the words, so many college students can not use the vocabulary in the actual communication scene. In order to solve this problem, we need to introduce the theory of science into the vocabulary teaching of college English. And more and more researchers at home and abroad have realized the importance of conceptual metaphor to vocabulary teaching. The researchers at home and abroad have a long history of research on metaphor. In 1980, Lakoff and Johnson pointed out that metaphor is not only a language phenomenon that is a rhetorical device, but also a tool for human cognitive activities and thinking. In other words, metaphor should take into account human cognitive factors. The conceptual metaphor theory proposed by Lakoff and Johnson has a great impact on linguistics. The theory holds that people tend to recognize new and abstract things through specific things that they are familiar with. The concept of metaphor theory provides a new perspective for English vocabulary teaching. In 2016, the author has taught a public English course at the College of North Fine Arts, so the study selected two classes that the author has taught, a total of 94 non-English major students, as the research object of this study, The eight-week teaching experiment was carried out. The students of the 47 control group adopted the traditional teaching method, and the students in the experimental group used the method of metaphor. The experiment includes the pre-test, the teaching experiment, the post-test and the questionnaire. The data was analyzed after the end of the experiment. This study tries to verify the feasibility of college English vocabulary teaching based on conceptual metaphor theory, and then puts forward the following three assumptions: (1) College English learners have a metaphor ability, so it is feasible to apply the conceptual metaphor theory to the college English vocabulary teaching. (2) College English vocabulary teaching based on conceptual metaphor theory can improve the level of college English learners in terms of vocabulary memory and application. (3) College English vocabulary teaching based on conceptual metaphor theory can improve the conceptual metaphor ability of college English learners. Before the teaching experiment, the data obtained from the previous survey and the questionnaire show that most of the students in the experimental group and the control group have heard of the metaphor, and can recognize the simple metaphor in the understanding of the sentence; the scores of the two groups in the previous measurement are not much different. It can be seen that both groups have a conceptual metaphor and an equivalent level of English vocabulary. Therefore, it is feasible to apply conceptual metaphor to college vocabulary teaching. After the teaching experiment, the data obtained from the questionnaire show that most of the students in the experimental group have higher learning efficiency and interest in learning; most of the students in the experimental group have realized that the phenomenon of conceptual metaphor is very common in English, that is, the awareness of the metaphor is improved; They can identify and understand the conceptual metaphor in the English sentence more easily and can be used flexibly in the writing and in the oral language; most of the students in the experimental group think their English vocabulary is improved, and it is suggested to apply the conceptual metaphor to the college English vocabulary teaching. In addition, by comparing the scores of the experimental group and the control group before and after the test, it can be seen that, with respect to the control group, the experimental group has made great progress in the English vocabulary, and since both the pre-test and the post-measurement refer to the metaphor, The post-test scores of the experimental group were higher than that of the previous test. In summary, the teaching experiment confirmed the above three assumptions.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3
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，本文編號(hào)：2481400
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