概念隐喻理论在高中英语阅读教学中应用的实证研究

发布时间：2018-04-13 12:08

本文选题：概念隐喻 + 高中　；参考：《南京师范大学》2015年硕士论文

【摘要】：通过对近年来我国英语界对英语阅读教学的研究现状和研究结果的梳理和总结可知：对概念隐喻理论在英语教学中的应用的研究性著作和文章很多,但主要集中在高校英语教学方面；一部分有关高中英语教学的也集中在词汇教学方面,对于概念隐喻在高中英语阅读教学方面少有涉及。众所周知,阅读教学是高中英语教学的一大核心内容,在整个高中英语教学中至关重要；笔者认为,既然概念隐喻是人类的一种思维方式与认知工具,就必然会在阅读中发挥其应有的作用。若高中英语教师能对学生进行有效的概念隐喻方面的指导,就一定能提高学生的隐喻认知能力,进而提高其阅读理解能力,从而对整个高中英语阅读教学起到应有的推动作用。基于以上原因,本研究对概念隐喻理论在高中英语阅读教学中的应用进行实证研究,以句容市某高中高二两个理科班共100名学生进行为期三个月的对照实验：其中一个班级为实验班,把概念隐喻融于英语阅读教学之中,从词汇和篇章的层面上渗透概念隐喻思维,培养学生应用概念隐喻思维解决问题的能力,帮助学生进行阅读必备词汇的学习、阅读方法的提高等等；而另一个班则采取传统的英语教学模式；通过对实验前后测试、问卷和访谈结果的统计、分析得出了以下三个结论：1、在高中英语教学过程中,概念隐喻理论是可以应用于英语阅读教学中的；2、概念隐喻理论对高中英语阅读教学具有明显促进作用：①在词汇层面上,有助于帮助学生系统地学习词汇；②在篇章层面上,有助于帮助学生理解句子的深层含义,把握文章的宏观结构；3、将概念隐喻理论运用于高中英语教学,不仅能提高学生的英语阅读理解速度和水平,而且能提高教师的教学水平和教学效率。
[Abstract]:Through the review and summary of the current situation and the results of the research on English reading teaching in China in recent years, we can see that there are many research works and articles on the application of conceptual metaphor theory in English teaching.However, it mainly focuses on college English teaching, some of the English teaching in senior high school is also focused on vocabulary teaching, and there is little concern about conceptual metaphor in high school English reading teaching.As we all know, reading teaching is one of the core contents of English teaching in senior high school, and it is very important in the whole English teaching in senior high school. The author thinks that since conceptual metaphor is a way of thinking and cognitive tool of human beings,It is bound to play its due role in reading.If high school English teachers can give effective guidance to students on conceptual metaphor, they will certainly improve their metaphorical cognitive ability, and then improve their reading comprehension ability, thus promoting the teaching of English reading in senior high schools as a whole.For the above reasons, this study makes an empirical study on the application of conceptual metaphor theory in English reading teaching in senior high school.A three-month controlled experiment was conducted with 100 students from two science classes in a senior high school in Jurong City. One of them was the experimental class, and the conceptual metaphor was integrated into English reading teaching.The conceptual metaphorical thinking is permeated from the lexical and textual levels to cultivate students' ability to solve problems by applying conceptual metaphorical thinking to help students learn the necessary vocabulary and improve their reading methods.The other class adopts the traditional English teaching mode. Through the statistics of the test before and after the experiment, the questionnaire and the interview results, the following three conclusions are drawn: 1, in the process of English teaching in senior high school.Conceptual metaphor theory can be applied to English reading teaching. Conceptual metaphor theory can promote English reading teaching in senior high school. At the lexical level, it can help students to learn vocabulary systematically at the textual level.It is helpful to help students understand the deep meaning of sentences, grasp the macro structure of the article, and apply conceptual metaphor theory to English teaching in senior high school, which can not only improve the students' reading comprehension speed and level.Moreover, it can improve teachers' teaching level and teaching efficiency.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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