【作者】 刘婷；

【导师】 黄琼；

【作者基本信息】 湖南师范大学 ， 教育硕士（专业学位）， 2016， 硕士

【摘要】 词汇是语言的重要组成部分,一词多义是语言的普遍现象。由于人类语言的经济性原则,人类为了满足交际需要同时又快捷省力,在这样的状况下,一词多义现象开始出现并持续发展变化。发展至今,英语中纯粹的单义词非常少,绝大多数为多义词。20世纪80年代,关于一词多义的研究开始受到重视。认知语言学视域下,概念性隐喻是人类思维和认知的一种普遍存在的机制。Lakoff和Johnson(1980)从经验论和本体论两个范畴,详实地论证了这一命题“我们通常的概念系统在本质上是隐喻的”。而词义的产生和变化与人类概念系统的发展密不可分,因此,多义词各义项之间存在的理据性可以尝试通过隐喻和转喻进行解析。本文以概念隐喻理论为基础,通过对一词多义教学进行实证研究,为高中词汇教学提供了新视角和可行性建议。本研究涉及两个研究问题:(1)与传统多义词教学相比,基于概念隐喻的多义词教学对高中生多义词学习有何影响。(2)隐喻教学对高中生辨认隐喻及推断隐喻意义的能力有何影响。本研究创新之处在于,以往基于概念隐喻的一词多义实证研究主要以英语专业生及非英语专业大学生为研究对象,本文将研究对象投向了高中生。研究对象为江西省萍乡市某中学120名高二学生,按自然班级编为控制组和实验组。控制组采用传统一词多义教学方法(罗列多义词的各个义项,讲解各个义项,在句子或不同语境中操练),实验组采用的是概念隐喻理论下的多义词教学,教学过程主要步骤为:通过讲解概念隐喻理论使学生理解语言使用中的隐喻;基于概念隐喻进行多义词教学,这个阶段分为三个步骤:列出多义词各义项,从概念隐喻的角度讲解义项之间的语义关系,画出语义关系图。运用的实验工具为前测,即使测验,延时测验。前测题型包括填空、单项选择、简答、概念隐喻归纳、句子翻译三种题型总分为100分。即时测验与前测同样题型,同样分值,相似难度,题目内容不同。延时测验题目内容与即时测验的部分一相同,但题目打乱顺序。实验为期八周,运用软件SPSS21.0对实验数据进行统计分析,得出以下结论:首先,与传统多义词教学相比,基于概念隐喻的多义词教学有如下三种影响:一,在提高学习者根据相应语境匹配义项的准确性方面比传统教学有效。二,在学习者对多义词各义项形成整体把握方面有积极效果。三,学习者对多义词的长时记忆在很大程度上优于传统教学。第二,隐喻教学对于提高学习者对方位隐喻,结构隐喻和本体隐喻的识别和理解能力有很大的效果,方位隐喻和结构隐喻的掌握优于本体隐喻。本实验基于概念隐喻理论,在高中课堂尝试新的的多义词教学方法,根据实验的结果及过程的观察,笔者提出了可行性建议以期为高中学生在学习多义词提供帮助,更好地发展其语言能力。更多还原

【Abstract】 Vocabulary is a very important component of language, and polysemy is a general language phenomenon. For the sake of the economical principle of human language, people tend to fulfill their communication needs with less time and effort, polysemy phenomenon come into being and keep developing under such circumstance. Up to now, there are very few monosemy in English,and a very big amount of words are polysemy. Researches on polysemy gained increasing attention in the 1980 s. In the horizon of cognitive linguistics, conceptual metaphor is a universally –existed mechanism of human thinking and cognitive process. With full and sharp argument from the scopes of Empiricism and Ontology, It is demonstrated by Lakoff & Johnson(1980) that our usual concept system is essentially metaphorical. Along with the fact that the formation and change of word senses is inextricably related with the development of human concept system, metaphor and metonmy shed different light on understanding the sense relations among the various meanings of one polysemous word.Based on the Conceptual Metaphor Theory, this thesis tries to offer a new perspective and some feasible suggestions to polysemous words teaching of senior high schools through an empirical study on polysemyin senior high classrooms. The empirical research is implemented to answer two questions:(1) In contrast with traditional polysemous words teaching, what impacts does polysemous words teaching based on Conceptual Metaphor Theory have on polysemous words learning of senior high students.(2) What effects does classroom metaphor instruction have on senior high students’ ability of conceptual metaphor identification and meaning deduction.The different research objects manifest the innovation of this study,most of the previous empirical studies focus on college students majored in English or non-English majors in college, the objects of this research are senior high students. More specifically, the 120 objects come from a senior high school second grade in Jiangxi province. The objects are divided into control group and experimental group according to the natural classes. The control group adopt the traditional polysemy teaching process(list the various meanings, illustrate each meaning one by one, do drills in different context with sentence practice), while the experimental group adopt the polysemy teaching based on Conceptual Metaphor Theory, the teaching procedures are as follows: First, the teacher conducts an instruction of the metaphor theory in order to lay a foundation for students to understand metaphors in use. Second the teacher conducts the metaphor-based polysemous words instruction with three steps : list allthe senses of the polysemous word selected, illustrate the sense relations from the perspective of metaphor and draw a semantic relation graph.The pre-test, immediate test and delayed test are applied as research instruments. Filling the blank, multiple choice, short answer questions,metaphor deduction questions sentence translation are included in the pre-test, the total score is 100 marks. The immediate test is equal to the pre-test in question types, total score and the degree of difficulty.Modeled after the first part of immediate test in content, the difference of the delayed test lies in its question orders. The experiment lasts eight weeks, the collected data is analyzed with spss21.0.The conclusions are as follows: For the first question, in contrast with traditional polysemous words teaching, there are three kinds of impact polysemous words teaching based on Conceptual Metaphor Theory have on polysemous words learning of senior high students. First,the metaphor-based polysemous words instruction is more efficient in improving the learners’ accuracy of matching the exact sense with corresponding context compared with the traditional instruction. Second,the metaphor-based polysemous words instruction devoted much more positive impact on learners’ whole picture of all senses in one polysemous word compared to traditional instruction. Third, the metaphor-based polysemous words instruction shows significant effects on learner’s long-term retention of polysemous words learning. For thesecond question, after the metaphor instruction, students’ identification and meaning deduction ability of orientational metaphor and structural metaphor improves to a much higher level while the ontological metaphor a little lower under the metaphor instruction.The research is aimed to apply polysemy teaching in senior high classrooms from a new perspective based on Conceptual Metaphor Theory. According to the results and the process of the study, the author throws out some suggestions in order to help senior high students master polysemy and better develop their language ability.更多还原