基于概念隐喻理论的教学方法对中学英语习语学习效果的影响

发布时间：2023-04-05 15:07

　　本研究旨在研究基于概念隐喻理论的教学方法对高中生英语习语学习的影响。研究包括学前测试,课堂教学,随堂测试,学后测试。本研究共探讨两个研究问题:1.基于概念隐喻理论的教学方法对高中生英语习语学习产生何种影响?2.和传统教学方法相比,基于概念隐喻理论的教学方法对高中生英语习语学习的影响是否存在差异?3.学生对基于概念隐喻理论的教学方法有何评价反馈?本实验实验对象为南通某中学高三年级两个自然班的90名学生,其中一个为实验班,另一个为控制班。为了测量被试的习语水平,笔者进行了前测。结果表明他们对英语习语的掌握都处在一个较低的水平,且没有明显差异。在接下来的6周里,笔者基于概念隐喻理论对实验班进行习语教学,对控制班采取传统教学方法。六周教学之后,进行学后测试以检验两种教学方法对学生习语学习效果影响。最后,收集并分析实验组学生对新教学方法的反馈。具体研究结果如下:首先,基于概念隐喻理论的教学方法有助于促进高中生英语习语的学习和使用。与前测相比,在后测中实验班成绩明显高于前测。其次,与传统教学方法相比,基于概念隐喻的教学方法能够帮助高中生更好地提高习语学习和使用。从学后测试来看,实验班学生成绩明显高...

【文章页数】：70 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Significance and Purpose of the Study
    1.2 General Structure of the Thesis
Chapter Two Literature Review
    2.1 Conceptual Metaphor Theory
        2.1.1 Definition
        2.1.2 Classification of Conceptual Metaphors
            2.1.2.1 Orientational Metaphor
            2.1.2.2 Ontological Metaphor
            2.1.2.3 Structural Metaphor
        2.1.3 Working Mechanism of Conceptual Metaphor
        2.1.4 Characteristics of Metaphor
            2.1.4.1 The Pervasiveness of Metaphor
            2.1.4.2 The Systematicness of Metaphor
    2.2 Idioms
        2.2.1 Definitions of Idioms
        2.2.2 Characteristics of Idioms
    2.3 Related Studies
        2.3.1 Related Studies of Conceptual Metaphor in Foreign Countries
        2.3.2 Related Studies of Conceptual Metaphor in China
        2.3.3 Studies of English Idioms on Conceptual Metaphor in High School Students
    2.4 Conclusion
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Designs
        3.2.1 Quantitative Design
            3.2.1.1 Participants
            3.2.1.2 Materials
            3.2.1.3 Instruments
            3.2.1.4 Treatment
            3.2.1.5 Data Processing and Analysis
        3.2.2 Qualitative design
            3.2.2.1 Subjects
            3.2.2.2 Instrument
            3.2.2.3 Data Collection and Data Analysis
Chapter Four Results and Discussion
    4.1 The Effects of Conceptual Metaphor on the Senior High School Students' Learning ofEnglish Idioms
    4.2 The Difference between the Conceptual Metaphoric Approach and the TraditionalMethod in Terms of the Senior High School Students' Learning of English Idioms
    4.3 Students' Feedbacks about the New Teaching Approach
        4.3.1 Helping Cultivate their Conceptual Metaphoric Awareness
        4.3.2 Allowing Students to Develop an Interest in Learning English Idioms
        4.3.3 Helping Students Remember English Idioms for a Much Longer Time
        4.3.4 Negative Effects of the Conceptual Metaphor
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Implications
    5.3 Limitations and Suggestions for Further Studies
References
Appendix Ⅰ Pretest
Appendix Ⅱ Immediate Post-test
Appendix Ⅲ Delayed Post-test
Appendix Ⅳ Learning Materials about Idioms and Conceptual Metaphors



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