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澳洲Griffith University :高中英语词汇学教学现状研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-04-13编辑:hynh1021点击率:9978

论文字数:16900论文编号:org201304121724313722语种:英语 English地区:澳大利亚价格:免费论文

关键词:概念隐喻词汇高职院校英语教学

摘要:隐喻是人类认知世界的有力工具,然而语言则是人类认知的产物。所以,作为语言基本要素的词汇自然也具有隐喻性,外语词汇教学也应借助概念隐喻的认知功能。本文详细介绍英语词汇教学研究以及概念隐喻的相关理论

Chapter I Introduction引言


1.1 Background of the Research研究背景


词汇是语言的三要素之一,词汇教学在英语教学中起着非常关键的作用,因此一定量的词汇对英语学习是必要的。然而,英语在词汇和词汇意义中,应用广泛且复杂,它具有有限的规则可循,因此词汇教学是英语教学中的一个难点。Vocabulary is one of the three elements of language, and vocabulary teachingplays a very crucial role in English teaching, so a certain amount of vocabulary issupposed to be necessary in English learning. However, English is wide in vocabularyand complicated in word meaning, meanwhile, it has limited rules to follow,hencevocabulary teaching is considered as a difficulty in English teaching. https://www.51lunwen.org/EnglishVocabulary/   Besides, thelong misunderstanding of vocabulary leads to a unfavorable effect on Englishvocabulary teaching. Therefore, some linguists and educators start to explore newmethods of vocabulary teaching and try to combine some theories with practicalteaching of English vocabulary.Since the classic book Metaphor We Live By written by Lakoff and Jonson waspublished in 1980,the limitation of tradition considering of metaphor just as a rhetoricphenomenon has been universally acknowledged and broken through, then theresearch on metaphor in linguistic filed is in the ascendant. With gradually deepeningthe study on metaphor, the idea that “metaphor is pervasive in everyday life, not justin language but in thought and action” (Lakoff&Johnson, 1980) is universallyaccepted in linguistic field. Bowers (2001) points out that metaphor is so widespreadin our daily life that language learners are likely to meet rhetoric discourses indifferent steps of language learning, therefore, the mastery of everyday rhetoricdiscourses should be a part of language learning. Based on these awareness,someapplied linguists and teachers from abroad make an attempt at introducing conceptualmetaphorthe finding of cognitive linguistics on metaphor,into foreign languageteaching. For instance, Maclennan(l994:105) lays stress on learners’ metaphoricalawareness and holds that if English learners can understand the function of metaphorin language study,such as language extension and cognitive development, learnerswill be able to take advantage of it to identify the metaphorical mode in currentgrammar and vocabulary. Lazar (1996:44) believes that one important skill which canhelp language learners to enlarge their vocabulary is the competence of identifyingand using the extension of the metaphorical meaning of word. In addition, the dataprovided by Mayer(1993) proves that, compared with the student who have notmetaphor knowledge,the student who have can double the number in resolvingproblems and they are almost one-third more on the memory rate of conceptualinformation(Jiang Yajun, 2003). Both Shu Dingfang and Tang Benqing (2002) believethat language teachers should make flill use of metaphor theories to explain thedevelopment of language meaning, the relationship between word senses,and thesystematicness and correlations between different metaphors in language withconceptual metaphor theory. For these reasons, as a cognitive tool, metaphor haspointed out the feasible direction of English vocabulary teaching for us.


1.2 Status Quo现状


从词源学上,“隐喻”来自希腊语“metaphora”。事实上,“元”表示和“pherein”意为“携带”,因此,这个词的意思是“携带”。隐喻是普遍的现象,这每天都在被人们所使用。Etymologically, the word "metaphor" derives from the Greek "metaphora". In fact,"meta" expresses "over" and "pherein" means “to carry论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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