自從Lakoff和Johnson(1980)的《我們賴(lài)以生存的隱喻》出版以來(lái),關(guān)于隱喻在人類(lèi)生活不同領(lǐng)域的普遍應(yīng)用和解釋的學(xué)術(shù)著作和研究源源不斷。有關(guān)隱喻的文獻(xiàn)綜述表明,隱喻研究在教學(xué)語(yǔ)境中,尤其在第二語(yǔ)言環(huán)境下,學(xué)生作文的隱喻研究方面尚未得到批判性的研究。事實(shí)上,尼日利亞學(xué)術(shù)界對(duì)以英語(yǔ)為第二語(yǔ)言的學(xué)習(xí)者的隱喻表達(dá)沒(méi)有給予任何關(guān)注。因此,本研究以尼日利亞ESL大學(xué)生為研究對(duì)象,對(duì)其英語(yǔ)作文中的概念隱喻進(jìn)行了調(diào)查,旨在發(fā)現(xiàn)學(xué)生作文中的概念隱喻,該研究結(jié)果以期對(duì)改善尼日利亞大學(xué)教育系統(tǒng)二語(yǔ)教學(xué)有一定指導(dǎo)作用。在研究過(guò)程中,作者以Lakoff&Johnson的概念隱喻理論(CMT)、Vygotsky的社會(huì)文化理論(SCT)和Oxford等人(1998)的四種教育哲學(xué)觀點(diǎn)為理論框架。本研究的數(shù)據(jù)來(lái)源于測(cè)試和問(wèn)卷調(diào)查,并以此為研究工具,對(duì)尼日利亞貢貝州的聯(lián)邦大學(xué)Kashere(FUK)的240名學(xué)生和貢貝州立大學(xué)(GSU)的240名學(xué)生進(jìn)行抽樣調(diào)查。收集的數(shù)據(jù)用簡(jiǎn)明的百分比進(jìn)行分析,以回答提出的研究問(wèn)題。研究分析表明,尼日利亞ESL大學(xué)生作文中共有68個(gè)不同的概念隱喻組,其中:關(guān)于教師的... 

【文章來(lái)源】：西南大學(xué)重慶市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：294 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
Acknowledgements
Abstract
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of the Study
    1.2 A Glance into Gombe State,Nigeria and its Education System
    1.3 Significance of the Study
    1.4 Purposes of the Study
    1.5 Research Questions
    1.6 Working Definition of Terms
    1.7 Organization of this Dissertation
CHAPTER TWO LITERATURE REVIEW
    2.1 Introduction
    2.2 Advent and Status of English Language in Nigeria
    2.3 ESL Essay Teaching-learning Process in Nigerian University System
    2.4 Metaphor Researches in Nigeria
    2.5 Metaphor in Second Language Learning and the Theory of Interlanguage
    2.6 Second Language Metaphor Learning,Competence and Challenges
    2.7 Classifications of Conceptual Metaphor in ESL Compositions
    2.8 Summary
CHAPTER THREE THEORETICAL FOUNDATIONS
    3.1 Introduction
    3.2 Historical Trends and Views on Metaphor
    3.3 Lakoff and Johnson’s Conceptual Metaphor Theory（CMT）
    3.4 Vygotsky’s Sociocultural Theory（SCT）
        3.4.1 Zone of Proximal Development in Vygotskyan Sociocultural Theory
        3.4.2 The Concept of Scaffolding in Sociocultural Theory
        3.4.3 The Concept of Internalization in Sociocultural Theory
        3.4.4 The Concept of Mediation in Sociocultural Theory
    3.5 Oxford et al.’s（1998）Metaphor Model in Educational Settings
        3.5.1 The Educational Philosophical Perspective on Social Order
        3.5.2 The Educational Philosophical Perspective on Cultural Transmission
        3.5.3 The Educational Philosophical Perspective on Learner-Centered Growth
        3.5.4 The Educational Philosophical Perspective on Social Reform
    3.6 Summary
CHAPTER FOUR RESEARCH METHODOLOGY
    4.1 Introduction
    4.2 Research Type
    4.3 Population,Sample and Sampling Techniques
    4.4 Instrumentation
    4.5 Procedure for Data Collection
    4.6 Data Analysis Technique
    4.7 Summary
CHAPTER FIVE CONCEPTUAL METAPHORS IN NIGERIAN ESL UNIVERSITY STUDENTS' ESSAYS
    5.1 Introduction
    5.2 Mapping in Conceptual Metaphors in Nigerian ESL University Students' Essays
    5.3 Discussions on Conceptual Metaphors in Nigerian ESL University Student’ Essays
    5.4 Conceptual Metaphors in Nigerian ESL University Students' Essays under the Four Educational Philosophical Perspectives
        5.4.1 Conceptual Metaphors under Social Order Educational Philosophical Perspectives
        5.4.2 Conceptual Metaphors under Cultural Transmission Educational Philosophical Perspective
        5.4.3 Conceptual Metaphors under Learner-Centered Growth Educational Philosophical Perspective
        5.4.4 Conceptual Metaphors under Social Reform Educational Philosophical Perspective
    5.6 Summary
CHAPTER SIX DISCUSSION BASED ON THE VYGOTSKY’S SOCIOCULTURAL THEORY（SCT）
    6.1 Introduction
    6.2 Sociocultural Theory Views on Conceptual Metaphor in Nigerian ESL University Students' Essays
    6.3 Summary
CHAPTER SEVEN DIFFERENCE IN CONCEPTUAL METAPHOR IN NIGERIAN ESL UNIVERSITY STUDENTS’ ESSAYS
    7.1 Introduction
    7.2 Differences in Conceptual Metaphor in Nigerian ESL University Students' Essays Based on Their Gender
    7.3 Differences in Conceptual Metaphor in Nigerian ESL University Students' Essays Based on their School
    7.4 Difference in Conceptual Metaphor in Nigerian ESL University Students' Essays Based on their Levels
    7.5 Differences in Conceptual Metaphors in Nigerian ESL University Students' Essays Based on their Areas of Specialization
    7.6 Summary
CHAPTER EIGHT CONCLUSION
    8.1 Introduction
    8.2 Major Research Findings
    8.3 Implications of the Research Findings for Improvement of Teaching and Learning of ESL in the Nigerian University System
    8.4 Limitations and Prospects
References
Appendices
    Appendix One A Map of Africa Showing Nigeria
    Appendix One B Map of Nigeria Showing Gombe State
    Appendix One C Map of Gombe State
    Appendix Two A Letter to the Research Respondent
    Appendix Two B
    Appendix Three Sample of the Stamped Students' Essay
    Appendix Four Proposed Research Work Plan
    Appendix Five Total Number of Conceptual Metaphor in Nigerian ESL University Students' Essays on Teachers,Students and Importance of Studying English Language
    Appendix Six A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' Gender
    Appendix Six B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' Gender
    Appendix Six C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' Gender
    Appendix Seven A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' School Type
    Appendix Seven B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' School Type
    Appendix Seven C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' School Type Conceptual Metaphor
    Appendix Eight A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' Academic Levels
    Appendix Eight B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' Academic Levels
    Appendix Eight C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' Academic Levels
    Appendix Nine A Conceptual Metaphors on Teachers in Nigerian ESL University Students' Essays Based on Respondents' Areas of Specialization
    Appendix Nine B Conceptual Metaphors on Students in Nigerian ESL University Students' Essays Based on Respondents' Areas of Specialization
    Appendix Nine C Conceptual Metaphors on the Importance of Studying English Language in Nigerian ESL University Students' Essays Based on Respondents' Areas of Specialization



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