中英学术英语写作在线课程教师话语概念隐喻的对比研究

发布时间：2024-02-16 05:38

　　1980年,莱可夫和约翰逊提出了概念隐喻理论,并将概念隐喻分为结构隐喻、实体隐喻和方位隐喻三类。当代隐喻观和认知语言学均认为,隐喻已经成为人类认知世界的重要手段。教师在他们的课堂话语中如何使用隐喻对教学效果有着重要的影响。语言教学中,教师话语具有双重身份:不仅是教学交际的工具,也是学生获得可理解性语言输入的重要来源。以往研究表明,教师话语中的隐喻在教学中扮演着重要的角色:隐喻利用教师与学生之间的共同经验基础,构建教师理性知识与学生现有知识之间的桥梁,使学生准确理解抽象概念的意义;教师话语中的隐喻能有效提高教师话语质量,帮助学生获得可理解输入;教师话语在隐喻的帮助下会变得更加丰富、生动、有趣,有利于激发学习者的想象力,吸引学生的注意力,提高教学效果。鉴于教师话语中的隐喻在外语教学中有如此重要的作用,“中国的外语教师在使用隐喻时有哪些特点”是个值得研究的问题。根据Cameron(2008)和Littlemore(2014)的观点,隐喻密度是指隐喻在语言中所占的比例。它与隐喻能力呈正相关,包括对隐喻的理解和隐喻的自主生成能力。他们发现大学教师话语中的隐喻密度可以揭示教师使用隐喻的特点,并进一...

【文章页数】：86 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Significance and Purpose of the Study
    1.2 Layout of the Study
Chapter Two Theoretical Background and Literature Review
    2.1 Conceptual Metaphor Theory
        2.1.1 Metaphor:From Rhetoric to Cognition
        2.1.2 Functions of Metaphor
        2.1.3 Metaphor Identification Procedures
    2.2 Teacher Talk Theory
        2.2.1 Definition of Teacher Talk
        2.2.2 Classification of Teacher Talk
        2.2.3 Comprehensible Input Hypothesis
    2.3 Previous Studies on Conceptual Metaphor Abroad and at Home
        2.3.1 Studies on Conceptual Metaphor Abroad
        2.3.2 Studies on Conceptual Metaphor at Home
    2.4 Previous Studies on Conceptual Metaphor in Teacher Talk Abroad and atHome
        2.4.1 Studies on Conceptual Metaphor in Teacher Talk Abroad
        2.4.2 Studies on Conceptual Metaphor in Teacher Talk at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Data Sources
    3.3 Research Instruments
        3.3.1 Metaphor Identification Procedures
        3.3.2 Dictionary
    3.4 Research Procedures
Chapter Four Data Analysis and Discussion
    4.1 Overall Metaphor Density in Teacher Talk of Chinese and British Teachers
        4.1.1 Findings
        4.1.2 Discussion
    4.2 Three Types of Metaphors in Teacher Talk of Chinese and British Teachers
        4.2.1 Findings
        4.2.2 Discussion
    4.3 Metaphor in Different Types of Teacher Talk of Chinese and British Teachers
        4.3.1 Findings
        4.3.2 Discussion
    4.4 Summary
Chapter Five Conclusion
    5.1 Findings and Conclusions
    5.2 Implications of the Study
        5.2.1 Reasons Why Chinese Teachers Should Improve Their MetaphoricCompetence
        5.2.2 Ways of Improving Metaphoric Competence for Chinese Teachers
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
References
Acknowledgements
作者简介及成果介绍



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