【作者】 孟晓；

【导师】 刘振前；

【作者基本信息】 山东大学 ， 英语语言文学， 2018， 博士

【摘要】 短语动词是英语外语学习者所面临的巨大挑战,因为短语动词不具系统性,难以掌握。短语动词学习的主要困难在于其语义不透明性和多义性。受形式主义语言学和行为主义理论影响,短语动词被认为是具有高度习语性的预制语块,只能通过机械记忆进行学习,耗时费力。认知语言学的发展使小品词认知理据的重要性逐渐被认识。在短语动词教学中呈现小品词的认知网络具有积极影响。尽管使用小品词认知理据进行短语动词教学的研究为数不少,但是鲜有研究关注到直接呈现小品词语义网络和通过发现学习法帮助学习者提升自身的概念建构能力以理解小品词语义网络之间的差别。此外,小品词不同种类的边缘义项的认知差异也需要进一步研究。本文比对并分析了短语动词教学的三种不同教学方法的教学效果:传统教学法、认知演绎教学法和认知归纳教学法,旨在认知语言学和发现学习的理论框架内,寻求针对中国学习者的更有效、更合适的教学方法以及小品词不同类型的意义的迁移策略。本研究以山东某重点大学73名一年级非英语专业本科生为受试,将其随机分-为三组,并分别对其施以不同的教学方法。控制组接受传统教学法教学干预。另外两个实验组接受以认知语言学理论为基础的教学,强调三个目标小品词ou，up和off的语义系统性。认知演绎实验组的教学方法为显性方法,认知归纳实验组的教学方法为发现学习法。教学干预结束后进行了包括即时测试、三天延时后测和十天延时后测在内的三次测试。采集的数据分为两类:1)三组受试在三次测试中的得分;2)目标小品词中不同义项的得分。数据分析结果显示:1)两种认知教学法优于传统教学法;2)直接向学生呈现小品词认知语义网络的演绎明示教学效果最好;3)相对于非原型义项,原型义项的更容易被习得;4)与其他边缘义项相比,语义与原型义项更接近的边缘义项更易被习得。本研究对认知语言学理论在短语动词教学中的应用有一定启示。研究结果表明对小品词的认知理据进行演绎明示教学应该被纳入短语动词教学中。发现学习法可以作为补充方法在课堂中应用。更多还原

【Abstract】 Phrasal verbs pose enormous challenges to learners of English as a foreign language,who find them unsystematic and hard to command.The major problem with phrasal verbs lies in their semantic intransparency and polysemous property.Under the considerable influence of formal linguistics and behaviorist theory,phrasal verbs have been learned almost solely by rote memory because they used to be regarded as highly idiomatic prefabricated units.This teaching method is time-consuming and ineffective.As cognitive linguistics develops,the importance of analyzing the cognitive motivations of the particles has been emphasized.The presentation of the semantic networks of particles has been believed to have positive effects in the teaching of phrasal verbs.Despite the numerous empirical studies of using cognitive motivation to teach phrasal verbs,little attention has been paid to the difference between directly presenting learners the semantic motivations of particles and helping learners build the ability to construct their conceptual understandings on their own by means of discovery learning.In addition,the influence of different semantic distance of senses from the prototypical sense on the learning of phrasal verbs also needs more exploration.This dissertation reports the comparison of three different methods of teaching phrasal verbs:the traditional teaching method,the cognitive deductive method and the cognitive inductive method and is intended to find a more effective and suitable way of teaching phrasal verbs to Chinese learners and to find the transfer strategy of different types of senses of particles in phrasal verbs within the framework of the cognitive linguistic theories and discovery learning theories.Participants in this study are 73 non-English major university students who were randomly assigned to three groups.They were taught respectively with the three different methods mentioned above.The traditional behaviorist method was used to teach the control group.The teaching plans of the two experimental groups were designed on the basis of the cognitive theories to highlight the semantic systematicity of three particles:out,up and off.For the cognitive deductive group,explicit explanation was directly presented to the participants.For the cognitive inductive group,the guided discovery learning theory was integrated into the teaching process.Three multiple-choice posttests were administered right after the teaching session,3 days after the teaching session and 10 days after the teaching session.The data were collected and categorized in the following two sets:1)participants’ performances in the three multiple-choice posttests;2)the scores of different kinds of senses of each target particle.Results of the data analyses show that 1)cognitive teaching method is more advantageous than the traditional method in teaching phrasal verbs to Chinese tertiary EFL learners;2)the ostensive deductive cognitive linguistic way of presenting the cognitive semantic networks of particles is the most advantageous in teaching phrasal verbs than inductive cognitive linguistic way;3)prototypical senses are more easily acquired than non-prototypical senses;4)peripheral senses that are semantically closer to the prototypical sense are more easily acquired than other peripheral senses.This study sheds light on the pedagogical application of Cognitive linguistic theories in the teaching of phrasal verbs.The results of this study show that explicit instruction of cognitive motivations of particles should be integrated into the teaching of phrasal verbs.Discovery learning could serve as a supplementary method to be used in the classroom.更多还原