英語寫作是人們用英語語言外化經(jīng)驗(yàn)世界的概念認(rèn)知過程。因此,寫作水平除了與語言水平有關(guān),還與人對(duì)外部世界的概念化能力有關(guān)。概念隱喻是人們認(rèn)識(shí)世界以及認(rèn)知輸出的重要方式,二者有一定的相關(guān)性。近年來,在應(yīng)用語言學(xué)的研究中,已有學(xué)者將概念隱喻理論應(yīng)用于外語教學(xué)實(shí)踐,探討該理論對(duì)教學(xué)的作用。在提高英語寫作水平上,前人從不同的視角對(duì)概念隱喻理論進(jìn)行研究,如鄧雪梅(2013),曹蔓(2011)等,但針對(duì)基礎(chǔ)教育的研究較少。概念隱喻作為人們認(rèn)識(shí)和理解外部世界的一種重要認(rèn)知手段,是否能提高英語寫作水平仍然值得探究。本文基于Lakoff和Johnson的概念隱喻理論,主要研究以下三個(gè)問題:1.基于概念隱喻理論的教學(xué)是否會(huì)提高學(xué)生的寫作成績?2.基于概念隱喻理論的教學(xué)會(huì)在哪方面(主題契合度,結(jié)構(gòu),詞匯以及語言使用)提高學(xué)生的寫作成績?3.在提升的分項(xiàng)中,哪個(gè)方面提升得最快?本研究選取汝州實(shí)驗(yàn)中學(xué)高一年級(jí)22班和24班學(xué)生作為實(shí)驗(yàn)對(duì)象,進(jìn)行了為期三個(gè)月的教學(xué)實(shí)驗(yàn)。其中22班(50人)作為實(shí)驗(yàn)班,采取概念隱喻的教學(xué)方法;24班(50人)為對(duì)照班,采取常規(guī)的教學(xué)方法。實(shí)驗(yàn)前,研究者為了檢驗(yàn)兩個(gè)班的水平是否相當(dāng),進(jìn)...

【文章頁數(shù)】：101 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 The Outline of this Thesis
Chapter Two Literature Review
    2.1 Previous Studies on Conceptual Metaphors
        2.1.1 Studies Abroad
        2.1.2 Studies at Home
    2.2 Previous Research on Conceptual Metaphor Theory in English Teaching
        2.2.1 Studies Abroad
        2.2.2 Studies at Home
    2.3 Summary
Chapter Three Theoretical Foundation
    3.1 Definition of Conceptual Metaphors
    3.2 Classification of Conceptual Metaphors
        3.2.1 Orientational Metaphors
        3.2.2 Ontological Metaphors
        3.2.3 Structural Metaphors
    3.3 Characteristics of Conceptual Metaphors
        3.3.1 Pervasiveness
        3.3.2 Systematicness
        3.3.3 Coherence
    3.4 The Working Mechanism of Conceptual Metaphors
    3.5 Summary
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Instruments
        4.3.1 The Pre-test
        4.3.2 The Post-test
        4.3.3 Interview
        4.3.4 Evaluation Methods and Data ProcessingInstrument
    4.4 Teaching Procedures
        4.4.1 Overall Experimental Program in EC
        4.4.2 Teaching Procedures
Chapter Five Results and Discussion
    5.1 Pre-test Analysis
    5.2 Post-test Analysis
        5.2.1 Independent Samples T-Test of Post-test in CCand EC
        5.2.2 Comparison Results
        5.2.3 Analysis of the Promotion of Four Aspects
    5.3 Qualitative Results and Discussion
    5.4 Discussion
        5.4.1 The effectiveness of conceptual metaphor theory in ImprovingStudents’ Writing Ability
        5.4.2 Students’ Writing in Content
        5.4.3 Students’ Writing in Organization
        5.4.4 Students’ Writing in Vocabulary
        5.4.5 Students’ Writing in Language Use
        5.4.6 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications for EFL Learning
    6.3 Limitations of the Study
    6.4 Suggestions for Further Study
Acknowledgments
Bibliography
Appendix A Teaching Materials and Teaching Content
Appendix B Pre-test
Appendix C Post-test
Appendix D Analytic Scoring Scale
Appendix E Interview Questions
Appendix F Pre-test Writing Samples
Appendix G Post-test Writing Samples
Appendix H Abbreviation



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