概念隐喻理论应用于高中英语词汇教学的实证研究

发布时间：2019-06-11 02:12

【摘要】：隐喻研究有着两千多年的历史。传统隐喻观仅仅将隐喻看作是一种语言现象,一种用于文学作品的修辞手段,一种语言的变异使用。20世纪80年代,莱考夫和约翰逊发表了《我们赖以生存的隐喻》,并在该著作中提出概念隐喻理论,标志着认知隐喻研究的真正开端。莱考夫和约翰逊认为隐喻在日常生活中无处不在,存在于语言、思维和行动中;隐喻是人类的认知现象,是一种思维方式;它的理论核心是,概念隐喻是人类用其某一领域的经验来说明或理解另一领域经验的认知机制;隐喻是人们认知世界的工具。从认知角度研究概念隐喻对语言学习,尤其是对外语词汇学习的作用,是非常有益和必要的,而且一些专家已经尝试把概念隐喻理论运用到大学英语词汇教学中。本文作者在教育实习过程中发现,在高中教科书中也同样包含了隐喻词汇与隐喻表达,因此,作者提出大胆假设,即把概念隐喻理论运用到高中英语词汇教学中能够提高高中英语学习者的隐喻能力和词汇水平。本文首先对概念隐喻的相关理论进行了详细的介绍,其中包括隐喻的基本理论、概念隐喻的定义、本质、分类及意象图式;其次,分析了概念隐喻与英语词汇学习之间的联系,用概念隐喻分析了高中英语词汇中的多义词、词性转变、习语等现象,并归纳出高中英语词汇教学中常见的隐喻思维类型;再次,本文将概念隐喻理论具体运用到高中英语词汇教学当中,并设计了教学实验;最后,在科学收集数据后把实验组和控制组测试结果做了对比,发现融入概念隐喻知识更有助于高中英语学习者隐喻能力的发展和词汇水平的提高。同时,作者根据实验过程中的发现和心得体会提出了利用概念隐喻理论来进行高中英语词汇教学的必要性和可能性,并借助该理论和生动的语言实例,分析了如何通过概念隐喻来学习英语多义词、英语习语、词性转变的英语词汇以及英语词汇的联系记忆法。本文在结论部分对全文进行了总结,分析了论文的不足之处,并对概念隐喻理论研究的其它方面提出建议,以供专家学者及教育工作者做进一步地深入研究。
[Abstract]:Metaphor research has a history of more than two thousand years. The traditional metaphorical view only regards metaphor as a linguistic phenomenon, a rhetorical device used in literary works, a variant use of a language. In the 1980s, Lakoff and Johnson published metaphors on which we live. The conceptual metaphor theory is put forward in this work, which marks the real beginning of the study of cognitive metaphor. Lakoff and Johnson believe that metaphor is ubiquitous in daily life and exists in language, thinking and action, metaphor is a cognitive phenomenon of human beings, is a way of thinking. The core of its theory is that conceptual metaphor is the cognitive mechanism by which human beings use their experience in one field to explain or understand the experience in another field, and metaphor is a tool for people to understand the world. It is very useful and necessary to study the role of conceptual metaphor in language learning, especially in foreign language vocabulary learning from a cognitive point of view, and some experts have tried to apply conceptual metaphor theory to college English vocabulary teaching. In the course of educational practice, the author finds that metaphorical vocabulary and metaphorical expression are also included in high school textbooks. Therefore, the author puts forward bold assumptions. That is, the application of conceptual metaphor theory to senior high school English vocabulary teaching can improve the metaphorical ability and vocabulary level of senior high school English learners. Firstly, this paper introduces the related theories of conceptual metaphor in detail, including the basic theory of metaphor, the definition, essence, classification and image schema of conceptual metaphor. Secondly, it analyzes the relationship between conceptual metaphor and English vocabulary learning, analyzes the phenomena of polysemy, part-of-speech transformation and idioms in English vocabulary teaching in senior high school with conceptual metaphor, and sums up the common metaphorical thinking types in English vocabulary teaching in senior high school. Thirdly, this paper applies conceptual metaphor theory to English vocabulary teaching in senior high school, and designs teaching experiments. Finally, after collecting the data scientifically, the test results of the experimental group and the control group are compared, and it is found that the integration of conceptual metaphor knowledge is more helpful to the development of metaphorical ability and the improvement of vocabulary level of English learners in senior high school. At the same time, according to the discovery and experience in the course of the experiment, the author puts forward the necessity and possibility of using conceptual metaphor theory to carry out English vocabulary teaching in senior high school, and with the help of this theory and vivid language examples, This paper analyzes how to learn English polysemy, English idioms, part-of-speech English vocabulary and relational memory of English vocabulary through conceptual metaphor. In the conclusion part, this paper summarizes the full text, analyzes the shortcomings of the thesis, and puts forward some suggestions on other aspects of conceptual metaphor theory for further study by experts, scholars and educators.
【学位授予单位】：长沙理工大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【相似文献】