【作者】 刘敏；

【导师】 唐燕玲；

【作者基本信息】 湖南师范大学 ， 学科教学（英语）（专业学位）， 2021， 硕士

【摘要】 英语短语动词教学一直以来受到了很多关注,研究者们也在英语课堂教学中开展了各种各样的实验,试着改善英语短语动词的教学效果和提高英语短语动词的学习效率。对英语短语动词习得的传统教学方法,主要是采用死记硬背的学习方法,而不是注重英语短语动词内在组成机制。因此,近年来,许多研究者不遗余力地进行创新,努力构建系统性的英语短语动词的教学方法。此外,一些研究者已经观察到,小品词之间具有语意相似性、多义性的特点,这使英语短语动词习得变得困难,于是也都倾向选择小品词作为研究对象。因此,为了改变学生学习短语动词传统的方法,本研究基于概念型教学法,以小品词为桥梁,探究高中英语短语动词习得,这也会给英语教师提供一些教学经验。本研究在课堂教学中采用概念型教学法教授英语短语动词,以此来证实概念型教学法对英语短语动词的有效性。基于概念隐喻理论和意向图式理论,本实验主要探讨在概念教学后,学生对英语短语动词习得的接受(主要是记忆效果)和产出效果,并尝试回答以下三个问题:(1)概念型教学法对学生英语短语动词的短时记忆有何影响?(2)概念型教学法对学生英语短语动词的长时记忆有何影响?(3)概念型教学法对学生英语短语动词的产出效果有何影响?本研究的实验对象共90人,其中45人组成控制班,剩余45人为实验班,通过定量分析,定量分析包括前测、后测和延时后测,主要讨论了概念型教学法对学生英语短语动词习得的有效性,最后由SPSS把数据导入并分析。经过独立样本和配对样本T检验,最终结果显示:从统计学意义上讲,在实验之前的测试中,控制班与实验班的水平无明显差异,即实验前两个班水平相当,这也为之后的实验奠定了基础。实验班与控制班对短语动词的短时记忆的记忆效果无明显差异。然而,实验班与控制班对短语动词的长时记忆效果差异显著,相比之下,实验班的长记忆效果明显胜过控制班。实验后,实验班对短语动词的产出效果优于实验前。此外,从课后交流可以得出,实验班的学习者认为用概念型教学法教授短语动词比传统教学法更有效,他们也能够理解短语动词的隐喻概念并灵活运用它们,他们还认为概念型教学法能帮助它们保持对短语动词的长时记忆。因此,可以得出概念型教学法的应用对短语动词的教学和学习是有帮助的,它不仅能改善学生者短语动词的学习效果,而且最终对构建短语动词学习体系也有积极的影响。确实,概念型教学法有其优越性。但是,从某种程度上讲,它也有不足之处。关于构建物质化模型,学生对此感到很疑惑,因此,教师也可以采取更多的方式来解释教学对象,也需要去思考如何设计更有效的交际活动。此外,就设计合适的交际活动而言,教师可以再仔细斟酌。更多还原

【Abstract】 Teaching on English phrasal verbs has attracted great attention all the time;a multitude of researchers have also carried out various experiments to attempt to improve both teaching efficiency and learning proficiency of English phrasal verbs in English classroom instruction.The traditional teaching methods on English phrasal verbs acquisition mainly focused on rote memorization and learning rather than on the internal composed mechanism of English phrasal verbs.Therefore,in recent years,many researchers devoted themselves to innovating in teaching methods and made endeavor in constructing systematic teaching approach to English phrasal verbs.In addition,some researchers have found out that semantic similarities and polysemy of particles caused difficulties in English phrasal verbs acquisition therefore they tended to choose particles as research objectives.Thus,this study based on concept-based instruction,takes particles as a bridge to research on English phrasal verbs acquisition in senior high schools in order to change the situation in which students learn English phrasal verbs in a traditional way and it will provide some pedagogical implications for English teachers.This study adopts concept-based instruction(CBI)to teaching English phrasal verbs in classroom instruction and by this means to confirm the efficiency of this teaching approach on English phrasal verbs.On the basis of Conceptual Metaphor Theory and Image Schema Theory,this study mainly tries to deal with students’ receivable and productive effects on phrasal verbs acquisition after CBI,and receivable effects mainly concentrate on students’ memorization and productive effect principally focuses on students’ production on phrasal verbs acquisition.(1)What are the effects of concept-based instruction on students’ short-term memory of English phrasal verbs acquisition?(2)What are the effects of concept-based instruction on students’ long-term memory of English phrasal verbs acquisition?(3)What are the effects of concept-based instruction on students’ production of English phrasal verbs acquisition?Almost 90 students participate in this study and among them,45 students are from control class(CC)and the rest of 45 are from experimental class(EC).Through quantitative analyses,including pre-test,post-test and delayed post-test,this study mainly discusses the efficiency of CBI on students’ PVs acquisition and finally these data are input into computer and analyzed by SPSS.Independent samples T-test is of crucial importance and so does paired samples T-test through the analysis of the whole study,the final results of this study reveal that statistically,there is no obvious difference among students’ levels before instruction between control class and experimental class,which laid a foundation for later experiment.Effects on short-term memory of English phrasal verbs in both control class and experimental class are almost the same.However,there is a clear difference in students’ long-term memory between CC and EC and effects on long-term memory of English phrasal verbs in experimental class surpass that of control class.After instruction,effects on production of phrasal verbs in experimental class improve a lot than before.In other words,communication after class still proves that learners in experimental class hold concept-based instruction on phrasal verbs is more effective than traditional methods so that they can understand the figurative concepts of phrasal verbs and apply them flexibly and they think this instruction helps them contain long-term memory of phrasal verbs.Therefore,it is clear that application of concept-based instruction is beneficial to teach and learn phrasal verbs and this approach can improve learning efficiency of English phrasal verbs and finally has a positive impact on constructing learning system of phrasal verbs.Indeed,CBI has its superiority.However,to some extent,it has some limitations.When it comes to constructing Schemas for the Orienting Basis of Actions(SCOBAs),some students feel a little confused,therefore;teachers can consider more and adopt further ways to explain the teaching targets.In addition,in terms of designing appropriate communicative activities,the instructor should consider it carefully.Finally,how to design effective communicative activities for students could be more deliberate.更多还原