学位论文 > 优秀研究生学位论文题录展示

概念隐喻理论与大学英语词汇习得

作　者: 李艳
导　师: 文旭
学　校: 西南大学
专　业: 英语语言文学
关键词: 隐喻概念隐喻词汇习得
分类号: H319.3
类　型: 硕士论文
年　份: 2013年
下　载: 21次
引　用: 0次
阅　读: 论文下载

内容摘要

概念隐喻理论认为隐喻既是一种普遍的语言现象,又是人类不可缺少的认知工具。Lakoff和Johnson (1980)认为,隐喻是从一个概念领域向另一个概念领域的映射。事实上许多隐喻词语都与概念隐喻密切相关,而人类的体验在很大程度上是相似的,这就为词汇教学等外语教学提供了新的视角。隐喻理论在国内外应用语言学领域的研究逐步引起大家的重视。词汇习得作为语言学习的重要组成部分,词汇学习应始终贯穿于整个英语教学的过程。目前大学英语词汇习得普遍存在的问题是“费时长,收效少”。针对如何改变这种现状,国内外学者普遍认为大部分英语词汇都是通过隐喻方式获得；隐喻是词义演变的重要依据,词义变化的重要方式。基本范畴词汇是英语词汇学习中的基础部分,因此学习者在词汇习得过程中掌握基本词汇,再适当了解概念隐喻理论,结合隐喻的认知方式进行推理,整体把握词汇,充分利用学习者成熟的智力去理解。在词汇隐喻的展开过程中既可以培养外语思维,又可以极大提高词汇习得的效率。这应是一项极有前景的探索。本文共有六章。第一章是简介。第二章是对隐喻理论和当前国内外相关研究的的回顾和总结。第三章主要介绍概念隐喻理论,包括概念隐喻的定义、工作机制、分类、特征以及功能。第四章是根据中国学生和教师在英语词汇学习和教学中所碰到的问题,本文试探性地提出了该理论在英语词汇学与教学方面的办法。借助跨域映射的认知机制,概念隐喻理论对于中国学生学习英语单词,特别是对于学习英语词汇中的一词多义、习语和单词所包含的文化内涵是非常有效的。第五章提出了概念隐喻理论在大学英语词汇习得应用过程中的一些建议。第六章是对全文的总结。总的来说,在中国通过隐喻开展英语词汇教学是一片充满希望的处女地,并很有可能成为近期应用语言学的发展趋势。有关各方包括老师及学生等都应引起足够的重视。

全文目录

Acknowledgements  4-5
Contents  5-8
Abstract  8-10
内容摘要  10-12
Chapter One Introduction  12-15
  1.1 Background  12
  1.2 The Objectives of the Research  12-13
  1.3 Significance of the Research  13
  1.4 The Organization of the Thesis  13-15
Chapter Two Literature Review  15-25
  2.1 Traditional Views on Metaphor  15-17
    2.1.1. Comparison Theory of Metaphor  15-16
    2.1.2 Substitution Theory of Metaphor  16
    2.1.3 Interaction Theory of Metaphor  16-17
    2.1.4 Summary  17
  2.2 Contemporary Views and Studies on Metaphor  17-21
    2.2.1 Contemporary Views-Cognitive Views on Metaphor  18
    2.2.2 Contemporary Studies on Metaphor  18-20
    2.2.3 Summary  20-21
  2.3 Previous Study of Vocabulary Acquisition  21-25
    2.3.1 Periods of Vocabulary Acquisition  21-22
    2.3.2 Principles in Second Language Vocabulary Acquisition  22-25
      2.3.2.1 Word Knowledge  22
      2.3.2.2 Explicit Vocabulary Learning  22-23
      2.3.2.3 Incidental vocabulary acquisition  23-25
Chapter Three Conceptual Metaphor Theory  25-33
  3.1 Inherent Nature of Conceptual Metaphor  25-26
  3.2 The Working Mechanism of the Conceptual Metaphor:Cross-domain Mapping  26-27
  3.3 Classification of Conceptual Metaphor  27-29
    3.3.1 Structural metaphor  27-28
    3.3.2 Orientational metaphor  28
    3.3.3 Ontological metaphor  28-29
  3.4 Characteristics of Conceptual Metaphor  29-30
    3.4.1 Similarity  29
    3.4.2 Systematicity  29
    3.4.3 Cultural coherence  29-30
  3.5 Functions of Conceptual Metaphor  30-33
    3.5.1 Rhetorical Function of Conceptual Metaphor  30-31
    3.5.2 Cognitive Function of Conceptual Metaphor  31
    3.5.3 Social Function of Conceptual Metaphor  31-33
Chapter Four Problems and Solutions Facing Students in College English Vocabulary Acquisition  33-43
  4.1 Problems for Students in Studying English Vocabulary  33-35
    4.1.1 Difficulty in Studying Polysemy Terms  33-34
    4.1.2 Difficulty in Learning Idioms by Chinese Students  34-35
    4.1.3 Knowing the Meanings But not Being Certain About the Usage of Words  35
  4.2 Problems for Chinese Teachers in Teaching English Vocabulary  35-38
    4.2.1 Problems Concerning How to Select Words to Teach  35-36
    4.2.2 Problems Concerning Teaching Vocabulary Depending on the Mother Tongue  36-37
    4.2.3 Problems Concerning Teachers Lack of Theoretical Knowledge  37-38
  4.3 Possible Solution: The Application of Conceptual Metaphor Theory  38-42
    4.3.1 Teaching of Polysemy  39
    4.3.2 Teaching of Idioms  39-40
    4.3.3 Teaching of Cultural Implications  40-41
    4.3.4 Teaching of Words Connection  41
    4.3.5 Teaching of New Words  41-42
  4.4 Summary  42-43
Chapter Five Suggestions on Applying Conceptual Metaphor Theory to College English Vocabulary Teaching  43-46
  5.1 Giving Priority to Basic Words  43-44
  5.2 Analyzing the Semantic Motivation of Words  44
  5.3 Constructing Conceptual Metaphor Models  44-45
  5.4 Connecting Vocabulary Teaching with Culture  45-46
Chapter Six Conclusion  46-47
Bibliography  47-50

概念隐喻理论与大学英语词汇习得

内容摘要

全文目录

相似论文