基于意象圖式理論小學英語介詞教學的實證研究
發(fā)布時間：2021-03-20 19:47
意象圖式是認知語言學家近年來關注的熱門話題。迄今為止，許多研究者已經(jīng)為意象圖式下了定義，概括了其特征、功能及其在認知和概念化中所起的重要作用，并試圖對其作出分類，為我們在意象圖式理論指導下開展介詞教學和研究提供了理論基礎。目前，英語作為一門外語，是中國學生必學的一個科目。中國學生從小學直至大學甚至更高學歷階段都需要學習英語。然而，總體上來看，中國學習者學習英語的效果并不是很理想。介詞作為英語的重要詞類之一，是影響學習者學習效果的一個重要方面。介詞屬于虛詞，名詞短語、動詞短語、形容詞短語、從句乃至整個句子都需要它。它具有語法功能和語義內容的雙重性質，因此具有比較靈活的用法，這在一定程度上給學習者提出了一種學習的挑戰(zhàn)，也給英語教師提出了一個教學的難題。本研究旨在探討基于意象圖式理論的英語介詞教學效果。本研究的研究問題是：1)基于意象圖式理論的介詞教學能幫助學生的介詞學習嗎？2)基于意象圖式理論的教學方法比傳統(tǒng)的教學方法更能提高學生的學習成績嗎？本研究以來自廣州市白云區(qū)明德小學四年級兩個班的84名學生為研究對象。隨機指定其中一個班級為實驗組，另一個班級為控制組。實驗進行了兩次測驗――前測與后...
【文章來源】：廣州大學廣東省
【文章頁數(shù)】：87 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
List of Tables
List of Figures
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives and Significance
1.3 Research Methodology
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Traditional Researches on English Prepositions
2.2 Previous Researches on English Preposition
2.2.1 Previous Researches on English Preposition Abroad
2.2.2 Previous Researches on English Preposition at Home
2.3 Summary
Chapter Three Theoretical Framework
3.1 Image Schema
3.1.1 The Definition of Image Schema
3.1.2 The Categorization of Image Schema
3.1.3 The Main Features of Image Schema
3.1.4 The Importance of Prepositions in English
3.1.5 The Application of Image Schema to Preposition Teaching
3.2 Image Schema of IN
3.2.1 The Central Image Schema of IN
3.2.2 The Dimensional Description of IN's Spatial Meanings
3.2.3 Static and Dynamic Meanings of IN
3.2.4 Extension meaning of IN
3.3 Image Schema of ON
3.3.1 The Central Image Schema of ON
3.3.2 Transformation of ON
3.3.3 Static and Dynamic Meanings of ON
3.3.4 Extension Meaning of ON
3.4 Image Schema of AT
3.4.1 The Central Image Schema of AT
3.4.2 Extension Meaning of AT
3.5 Preposition Teaching Based on Image Schema Theory vs. Traditional Preposition Teaching
Chapter Four Methodology
4.1 Research Introduction
4.2 Research Questions
4.3 Hypothesis
4.4 Subjects
4.5 Instruments
4.6 Procedures
4.7 Data Collection
4.8 Data Analysis
Chapter Five Results and Discussion
5.1 Analysis and Discussion on the Results of Pretest and Posttest of the Two Groups
5.1.1 Analysis and Discussion on the Results of the Control Group
5.1.2 Analysis and Discussion on the Results of the Experimental Group
5.1.3 Analysis and Discussion on the Results of Pretest of the Two Groups
5.1.4 Analysis and Discussion on the Results of Posttest of the Two Groups
5.2 Analysis and Discussion on the Results of the interview
5.3 Individual Analysis on the Biggest Progressive Pupils in the Two Groups
5.3.1 Individual Analysis on the Biggest Progressive Pupils in the Experimental Groups
5.3.2 Individual Analysis on the Biggest Progressive Pupils in the Control Groups
5.4 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
5.4.1 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
5.4.2 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
Chapter Six Conclusion
6.1 Major Findings
6.2 Limitations of the Study and Suggestions for Further Study
References
Appendix
Acknowledgements
【參考文獻】：
期刊論文
[1]基于意象圖式理論下的介詞‘off,at,behind’一詞多義研究[J]. 馮德煜,程璐璐. 遼寧教育行政學院學報. 2012(04)
[2]意象圖式理論對多義介詞On、Over、Above習得作用的實證研究[J]. 陳曉湘,許銀. 外語與外語教學. 2009(09)
[3]淺談意象圖式與英語介詞的學習[J]. 孫妍. 安徽文學(下半月). 2009(01)
[4]In的空間概念和隱喻意義——基于語料庫的空間隱喻研究[J]. 梅冰. 信陽師范學院學報(哲學社會科學版). 2008(03)
[5]用意象圖式釋義法進行英語方位介詞教學[J]. 陳如丹. 廣西教育學院學報. 2008(02)
[6]意象圖式理論和隱喻性思維應用于大學英語介詞教學中的實證研究[J]. 黃海燕,李瑛. 科技信息(科學教研). 2008(08)
[7]介詞in的認知語義研究[J]. 陳英紅,廖妍,戴明利. 湖南工程學院學報(社會科學版). 2007(02)
[8]On的多義現(xiàn)象的認知性闡釋[J]. 師璐. 西安外國語學院學報. 2006(04)
[9]當代隱喻理論研究若干問題探討[J]. 陳道明. 外語與外語教學. 2004(08)
[10]當代國外認知語言學研究的熱點——第八屆國際認知語言學大會論文分析[J]. 李福印. 外語研究. 2004(03)
碩士論文
[1]從認知角度看空間介詞IN的隱喻拓展[D]. 熊英.貴州大學 2008
[2]英語介詞的認知分析及其在教學中的應用[D]. 陳英紅.重慶師范大學 2005
本文編號：3091565
【文章來源】：廣州大學廣東省
【文章頁數(shù)】：87 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
List of Tables
List of Figures
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives and Significance
1.3 Research Methodology
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Traditional Researches on English Prepositions
2.2 Previous Researches on English Preposition
2.2.1 Previous Researches on English Preposition Abroad
2.2.2 Previous Researches on English Preposition at Home
2.3 Summary
Chapter Three Theoretical Framework
3.1 Image Schema
3.1.1 The Definition of Image Schema
3.1.2 The Categorization of Image Schema
3.1.3 The Main Features of Image Schema
3.1.4 The Importance of Prepositions in English
3.1.5 The Application of Image Schema to Preposition Teaching
3.2 Image Schema of IN
3.2.1 The Central Image Schema of IN
3.2.2 The Dimensional Description of IN's Spatial Meanings
3.2.3 Static and Dynamic Meanings of IN
3.2.4 Extension meaning of IN
3.3 Image Schema of ON
3.3.1 The Central Image Schema of ON
3.3.2 Transformation of ON
3.3.3 Static and Dynamic Meanings of ON
3.3.4 Extension Meaning of ON
3.4 Image Schema of AT
3.4.1 The Central Image Schema of AT
3.4.2 Extension Meaning of AT
3.5 Preposition Teaching Based on Image Schema Theory vs. Traditional Preposition Teaching
Chapter Four Methodology
4.1 Research Introduction
4.2 Research Questions
4.3 Hypothesis
4.4 Subjects
4.5 Instruments
4.6 Procedures
4.7 Data Collection
4.8 Data Analysis
Chapter Five Results and Discussion
5.1 Analysis and Discussion on the Results of Pretest and Posttest of the Two Groups
5.1.1 Analysis and Discussion on the Results of the Control Group
5.1.2 Analysis and Discussion on the Results of the Experimental Group
5.1.3 Analysis and Discussion on the Results of Pretest of the Two Groups
5.1.4 Analysis and Discussion on the Results of Posttest of the Two Groups
5.2 Analysis and Discussion on the Results of the interview
5.3 Individual Analysis on the Biggest Progressive Pupils in the Two Groups
5.3.1 Individual Analysis on the Biggest Progressive Pupils in the Experimental Groups
5.3.2 Individual Analysis on the Biggest Progressive Pupils in the Control Groups
5.4 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
5.4.1 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
5.4.2 Individual Analysis on the Biggest Retrogressive Pupils in the Two Groups
Chapter Six Conclusion
6.1 Major Findings
6.2 Limitations of the Study and Suggestions for Further Study
References
Appendix
Acknowledgements
【參考文獻】：
期刊論文
[1]基于意象圖式理論下的介詞‘off,at,behind’一詞多義研究[J]. 馮德煜,程璐璐. 遼寧教育行政學院學報. 2012(04)
[2]意象圖式理論對多義介詞On、Over、Above習得作用的實證研究[J]. 陳曉湘,許銀. 外語與外語教學. 2009(09)
[3]淺談意象圖式與英語介詞的學習[J]. 孫妍. 安徽文學(下半月). 2009(01)
[4]In的空間概念和隱喻意義——基于語料庫的空間隱喻研究[J]. 梅冰. 信陽師范學院學報(哲學社會科學版). 2008(03)
[5]用意象圖式釋義法進行英語方位介詞教學[J]. 陳如丹. 廣西教育學院學報. 2008(02)
[6]意象圖式理論和隱喻性思維應用于大學英語介詞教學中的實證研究[J]. 黃海燕,李瑛. 科技信息(科學教研). 2008(08)
[7]介詞in的認知語義研究[J]. 陳英紅,廖妍,戴明利. 湖南工程學院學報(社會科學版). 2007(02)
[8]On的多義現(xiàn)象的認知性闡釋[J]. 師璐. 西安外國語學院學報. 2006(04)
[9]當代隱喻理論研究若干問題探討[J]. 陳道明. 外語與外語教學. 2004(08)
[10]當代國外認知語言學研究的熱點——第八屆國際認知語言學大會論文分析[J]. 李福印. 外語研究. 2004(03)
碩士論文
[1]從認知角度看空間介詞IN的隱喻拓展[D]. 熊英.貴州大學 2008
[2]英語介詞的認知分析及其在教學中的應用[D]. 陳英紅.重慶師范大學 2005
本文編號：3091565
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