概念隐喻理论在高中英语词汇教学中的应用研究

【作者】 李亚；

【导师】 胡玮；

【作者基本信息】 曲阜师范大学 ， 教育（专业学位）， 2016， 硕士

【摘要】 词汇教学在整个英语教学中起着非常重要的作用,但是由于传统词汇教学方法依然存在着一定的问题,从而造成高中学生在词汇的学习中压力过大。学生通常是花费大量的时间来记忆单词,但是却成效不大。因此,改革传统的词汇教学方法是现今高中英语教学亟待解决的问题。在高中英语词汇教学过程中,教师应该尝试使用一些能够易化学生词汇学习的方法来指导教学。概念隐喻是由Lakoff和Johnson在《我们赖以生存的隐喻》一书中首次提出的,一经发表便引起了更多学者的关注,并推动了业界对概念隐喻的深入研究。经过大量的理论研究和实验数据分析,许多学者发现概念隐喻在外语语言学习中起着非常重要的作用,尤其是对词汇的教学有着非常积极的影响。因此,将概念隐喻理论应用到高中英语词汇教学中对帮助学生加深对词汇意义的理解和激发学生学习英语的兴趣有着重要的意义。隐喻词汇教学方法不仅可以让学生深刻理解多义词不同含义之间的关系,还可以通过帮助学生在头脑中形成相应的语义网络来更好的理解和掌握词汇。本研究旨在将隐喻理论应用于词汇教学,寻求有效的高中英语词汇教学的方法,即隐喻词汇教学方法。教师在词汇教学中有意识地向学生提供必要的概念隐喻知识,将概念隐喻与词汇学习相结合,逐步培养和提高学生对词汇的理解能力、记忆能力和运用能力。本文利用在济宁萌山中学实习期间,对所教的两个班级进行教学实验,分别在实验班和控制班采用隐喻词汇教学方法和传统的词汇教学方法,然后经过测试对比教学效果。通过问卷调查和测试数据分析发现,实验班对词汇的掌握要优于控制班,研究结果表明隐喻词汇教学方法是可行的,对提高学生词汇理解和应用水平都具有积极的作用。在此基础上本文提出高中英语词汇教学的启示与建议:高中英语词汇教学实践应与隐喻理论相结合;英语教师要不断丰富自己的隐喻知识,提高隐喻词汇教学的技巧和方法,同时在教学中还应注重培养、强化学生的隐喻意识和能力。由于本研究受时间、条件以及实验过程中的一些不可控制的因素等限制,存在着不足之处。但鉴于初入高中的学生所学的词汇大多是基本词汇,从而保证了该理论研究在英语教学实践中的有效性,希望对今后的英语词汇教学实践研究具有一定的指导意义。更多还原

【Abstract】 Vocabulary teaching plays an important role in English teaching. Nevertheless, there still exists many problems in the traditional methods of vocabulary teaching so that students have much pressure on vocabulary learning. Students usually spend a lot of time in remembering English words, but they are inefficient. Therefore, the reform of the traditional methods of vocabulary teaching is an urgent problem that must be solved in high school. In English vocabulary teaching, teachers should try to use some teaching methods that can facilitate students’ vocabulary learning.Conceptual metaphor was proposed by Lakoff and Johnson for the first time in the book of Metaphors We Live By, which caused the attention of more scholars and promoted further researches of conceptual metaphor in the industry. After a lot of theoretical research and experimental data analysis, many scholars have found that conceptual metaphor makes a difference to foreign language learning, especially to vocabulary teaching. Therefore, in English vocabulary teaching in senior high school, conceptual metaphor theory can help students understand the lexical meaning comprehensively and arouse their enthusiasm of learning English.The teaching method of vocabulary based on conceptual metaphor not only helps them understand the relationship between the different meanings of polysemy but also helps students develop the corresponding semantic network in their mind to understand and grasp words.The main purpose of this study is to discover and explore a new teaching method through the application of conceptual metaphor to English vocabulary teaching in high school. Teachers consciously provide students with some necessary knowledge about conceptual metaphor and help them to combine conceptual metaphor with vocabulary learning so as to gradually cultivate and improve students’ vocabulary ability of comprehension, memory and application. In this paper, during the teaching practice in Mengshan school in Jining, the author carried out teaching experiment in two classes and used different vocabulary teaching methods in the two classes. In experimental class, the author applied metaphor approach to vocabulary teaching and adopted the traditional teaching method in control class, then made comparison of teaching effect through test. According to the questionnaire and data analysis, the students in experimental class are superior to the control class in mastering vocabulary. Therefore, the results show that metaphor vocabulary teaching approach is feasible and has a positive role in the improvement of students’ vocabulary comprehension and application level. In view of the results of the teaching experiment, the author puts forward the enlightenment and suggestions on senior high school English teaching: English vocabulary teaching should be combined with the metaphor theory.English teachers should constantly enrich their metaphor knowledge and improve the skills and methods of metaphor vocabulary teaching, and teachers should pay attention to cultivate and strengthen students’ metaphor awareness and ability in the teaching.Due to the influence of various factors in the process of experimental teaching, this research has some shortcomings. Most words learned in the high school are basically vocabulary, so the author ensures the effectiveness of this theory in English teaching practice in order to give guiding significance to the study of English vocabulary teaching.更多还原