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外语教学中引入隐喻对学习者词汇学习策略与思维模式影响研究

作　者: 王洪刚
导　师: 杨忠
学　校: 东北师范大学
专　业: 英语语言文学
关键词: 中国英语教学 隐喻 词汇学习策略 思维模式
分类号: H319
类　型: 博士论文
年　份: 2006年
下　载: 2440次
引　用: 10次
阅　读: 论文下载
 

内容摘要


本文就我国大学层次的英语教学中融入隐喻知识对英语学习者的词汇学习策略和思维模式的影响这一问题进行了探索性研究。基于隐喻机制与发散思维的内在联系,本研究要解答的主要问题:隐喻是否对学习者的发散思维能力有显著影响。本研究旨在引导我国英语学习者摆脱束缚思维的、被动的学习方式,转向以深层思维为导向的、主动灵活的学习方式。现有研究结果(如Gu & Johnson 1996)表明,我国的英语学习者在学习过程中,尤其是词汇学习中,大多依赖死记法,而缺乏灵活思考、主动学习的能力。死记法在语言学习的初级阶段,积极作用明显;而在语言学习的高级阶段(如大学阶段),则弊大于利。有关认知风格的研究(如Nelson 1995)表明:总体而言,我国的语言学习者更擅长关联思维而非分析思维。然而,死记法的思维特点是分析思维,亦即逻辑思维。显然,两个研究结果是彼此矛盾的。孰是孰非?很少有学者就这一明显矛盾的问题(中国语言学习者本来擅长的学习方法应是以关联思维的运用为主,为什么一直以来我们的教与学却都离不开死记法?)展开研究,本文尝试着探讨了“矛盾”的成因并提出了解决“矛盾”的可行方法。长期以来,外语教学中的思维模式问题很少引起研究者或教师的研究热情。思维的复杂性和难确定性是其遭受冷落的根本原因。然而思维决定着行为主体的言与行,外语教与学的所有的活动无一例外地都受到思维的制约。换言之,思维方式决定学习方法。由此可见,有关思维问题的研究不应该也不可能被置之不理。基于隐喻与发散思维的内在关联性,本文就难以把握的思维问题,确切地说是培养我国大学层次英语学习者发散思维能力的问题,展开了系统研究。本研究的基本假设是英语课堂教学中融入隐喻有助于学习者摆脱死记法,提高隐喻能力,培养发散思维能力。基于这一基本假设,笔者提出了四个研究问题,具体如下:(1)英语课堂教学中融入隐喻是否会显著地改变学习者的词汇学习策略?(2)英语课堂教学中融入隐喻是否会显著地促进学习者对“高级词汇”(多义词、习语和谚语)的习得?(3)英语课堂教学中融入隐喻是否会显著地提高学习者的隐喻能力?(4)英语课堂教学中融入隐喻是否会显著地改善学习者的发散思维能力?

全文目录


Abstract in English  3-6
Abstract in Chinese  6-8
List of Tables  8-9
List of Figures  9-10
Abbreviations  10-11
Table of Contents  11-19
Chapter One Introduction  19-34
  1.1 Introduction  19
  1.2 Background to the research  19-23
    1.2.1 Survey findings on Chinese EFL learners’small vocabulary size  20-21
    1.2.2 Chinese EFL learners: rote learners  21
    1.2.3 RL and cognitive style analysis: an obvious paradox  21-23
    1.2.4 CLT reform of TEFL in China: a means not to the end  23
  1.3 TEFL in China: from learning by rote to learning by thinking  23-25
    1.3.1 Two thinking modes: convergent thinking versus divergent thinking  23-24
    1.3.2 Learning more by thinking than by rote  24-25
  1.4 Theoretical underpinnings  25-29
    1.4.1 The mental nature of metaphor  25-26
    1.4.2 Conceptual metaphor theory  26-27
    1.4.3 Metaphor and divergent thinking  27-29
  1.5 Purpose of the research  29-30
  1.6 Research questions  30-31
  1.7 Organization of the research  31-32
  1.8 Value of the research  32-34
Chapter Two Reviewing the relevant literature in TEFL  34-74
  2.1 Introduction  34
  2.2 Elaborating more on RL  34-46
    2.2.1 Introduction  34-35
    2.2.2 Defining RL  35
    2.2.3 The main causes of RL  35-39
      2.2.3-1 Impact of CHC on RL  35-37
      2.2.3-2 Influence of the methods of learning L1 Chinese on RL  37-38
      2.2.3-3 Effects of spoon-feeding on RL  38-39
    2.2.4 RL as repetition, practice and memorisation  39-41
    2.2.5 Different views on RL  41-45
      2.2.5-1 Positive views  41-43
      2.2.5-2 Negative views  43-45
    2.2.6 Summary  45-46
  2.3 Shifts of focus in TEFL: a general overview  46-52
    2.3.1 Introduction  46-47
    2.3.2 From language to language learner  47-48
    2.3.3 Focusing on the language learner  48-52
      2.3.3-1 Reviewing the learner-centred approach  48-50
      2.3.3-2 Key issues of learner-centredness  50-52
    2.3.4 Summary  52
  2.4 Attempted teaching methods reform: the specific situation in China  52-56
    2.4.1 Introduction  52-53
    2.4.2 Method reform efforts  53
    2.4.3 Constraints of CLT reform  53-54
    2.4.4 Research findings amid and after the reform  54-56
    2.4.5 Summary  56
  2.5 Towards a learner-centred, thinking-based TEFL: the theoretical support  56-74
    2.5.1 Introduction  56
    2.5.2 Researching language learning  56-60
      2.5.2-1 Surface approach and deep approach  56-58
      2.5.2-2 The functions of brain hemispheres in learning  58-59
      2.5.2-3 Tendencies of TEFL: three continua  59-60
    2.5.3 Learner autonomy: learner empowerment in higher education  60-62
      2.5.3-1 Language education and learner empowerment  60-61
      2.5.3-2 Strategy training and learner empowerment  61-62
      2.5.3-3 Training thinking and learner empowerment  62
    2.5.4 General considerations about language learning strategies  62-68
      2.5.4-1 Researches on language learning strategies  63-66
      2.5.4-2 Learning strategy instruction  66-67
      2.5.4-3 Benefits of learning strategy instruction  67
      2.5.4-4 Learning strategies and learning styles  67-68
    2.5.5 Education for thinking: a new concept of language education  68-72
      2.5.5-1 Metacognitive strategies and thinking  68-69
      2.5.5-2 Understanding ‘education for thinking  69-72
    2.5.6 Summary  72-74
Chapter Three Introducing metaphor into TEFL: its relationship to vocabulary learning  74-102
  3.1 Introduction  74
  3.2 Teaching metaphor in TEFL  74-80
    3.2.1 Defining metaphor  74-75
    3.2.2 Metaphor and its related theories  75-76
    3.2.3 Reasons for introducing metaphor into TEFL  76-80
      3.2.3-1 Contrasting attitudes towards metaphor  76-77
      3.2.3-2 Filling the gap: applying metaphor in TEFL  77-78
      3.2.3-3 Teaching metaphor in TEFL: its mental nature  78-80
      3.2.3-4 Awakening the inclined learning style of Chinese EFL learners  80
  3.3 Learning vocabulary through metaphor  80-100
    3.3.1 Vocabulary learning strategies  80-84
      3.3.1-1 Reviewing vocabulary learning strategies  80-82
      3.3.1-2 Implicit and explicit vocabulary learning  82-84
    3.3.2 Memory strategies and vocabulary learning  84-88
      3.3.2-1 Importance of memory strategies  84-87
      3.3.2-2 Modification of Oxford’s Taxonomy  87-88
    3.3.3 Metaphor and the proposed EFL vocabulary learning approach  88-92
      3.3.3-1 The working mechanism of metaphor  88-91
      3.3.3-2 The working mechanism of metaphor and the proposed EFL vocabulary learning approach  91-92
    3.3.4 Explicit learning of more advanced vocabulary usages  92-100
      3.3.4-1 Explicit learning of polysemes  93-97
      3.3.4-2 Explicit learning of prepositions and verb phrases  97-98
      3.3.4-3 Explicit learning of idioms and proverbs  98-100
  3.4 Summary  100-102
Chapter Four: Research methodology  102-126
  4.1 Introduction  102
  4.2 Methods  102-108
    4.2.1 Research topics  102-103
    4.2.2 Participants  103-104
      4.2.2-1 Subjects  103-104
      4.2.2-2 Instructors  104
    4.2.3 Teaching methodology  104-108
      4.2.3-1 Procedures of teaching metaphor to EG  105-107
      4.2.3-2 Further exposition of the teaching methodology  107-108
  4.3 Instruments: theoretical considerations of fieldwork methodology  108-114
    4.3.1 Questionnaires  108-110
      4.3.1-1 The strengths of questionnaires  108-109
      4.3.1-2 The weaknesses of questionnaires  109-110
    4.3.2 Vocabulary tests  110-111
    4.3.3 Think-aloud  111-113
      4.3.3-1 The strengths of think-aloud  112-113
      4.3.3-2 The weaknesses of think-aloud  113
    4.3.4 Specific value of the chosen instruments in the research  113-114
  4.4 Design of the research instruments  114-121
    4.4.1 Design of the questionnaire on vocabulary learning strategies  114-115
    4.4.2 Design of the vocabulary tests  115-119
      4.4.2-1 Test design for the knowledge of learning ‘more advanced vocabulary’  116-117
      4.4.2-2 Test designs for the knowledge of metaphoric competence  117-119
    4.4.3 Design of think-aloud instruments  119-121
  4.5 Procedures of data collection  121-122
    4.5.1 The questionnaire procedure  121
    4.5.2 Test procedure  121
    4.5.3 Think-aloud procedure  121-122
  4.6 Pilot study  122-124
    4.6.1 The pilot study and its results  122-124
      4.6.1-1 Pilot subjects  123
      4.6.1-2 Results of the pilot study  123-124
  4.7 Design of the data analysis  124-126
    4.7.1 Descriptive analysis  124
    4.7.2 Interpretative analysis  124-126
Chapter Five Findings of the data analyses  126-144
  5.1 Results of the questionnaire  126-133
    5.1.1 Questionnaire: Part 1. Beliefs about memory strategies  126-128
    5.1.2 Questionnaire: Part 2. Memory strategy preferences  128-131
    5.1.3 Questionnaire: Part 3. Students’responses to open questions  131-132
    5.1.4 Summary of findings from the questionnaire  132-133
  5.2 Results of vocabulary tests  133-137
    5.2.1 Part 1. Test on the acquisition of polysemes  133-134
      5.2.1-1 The output of SPSS  133-134
      5.2.1-2 Descriptive analysis  134
      5.2.1-3 Conclusion  134
    5.2.2 Part 2. Test on the acquisition of idioms  134-136
      5.2.2-1 The output of SPSS  134-135
      5.2.2-2 Descriptive analysis  135
      5.2.2-3 Conclusion  135-136
    5.2.3 Part 3. Test on the acquisition of proverbs  136-137
      5.2.3-1 The output of SPSS  136
      5.2.3-2 Descriptive analysis  136-137
      5.2.3-3 Conclusion  137
  5.3 Results of tests on metaphoric competence  137-140
    5.3.1 Results of test on fluency of metaphor interpretation  137-138
      5.3.1-1 The output of SPSS  137
      5.3.1-2 Descriptive analysis  137-138
      5.3.1-3 Conclusion  138
    5.3.2 Results of test on originality of metaphor production  138-140
      5.3.2-1 The quantitative and qualitative analyses  138-140
      5.3.2-2 Conclusion  140
    5.3.3 Summary of the results  140
  5.4 Results of think-aloud procedure  140-144
    5.4.1 The output of statistical analysis  141-142
    5.4.2 Descriptive analysis  142
    5.4.3 Conclusion  142-144
Chapter Six Discussion of findings and research limitations  144-165
  6.1 Hypotheses and results  144-150
    6.1.1 Discussion of findings relevant to Null Hypothesis 1  145-146
    6.1.2 Discussion of findings relevant to Null Hypothesis 2  146-147
    6.1.3 Discussion of findings relevant to Null Hypothesis 3  147-148
    6.1.4 Discussion of findings relevant to Null Hypothesis 4  148-149
    6.1.5 Conclusions from the findings concerning the research questions  149-150
  6.2 Summary of the findings  150-159
  6.3 Limitations of the research  159-163
    6.3.1 Limitations in data collection  159-161
      6.3.1-1 Time of the teaching experiment  159
      6.3.1-2 Subjects  159-160
      6.3.1-3 Misunderstanding of certain terms in research questions  160-161
      6.3.1-4 Prestige bias  161
    6.3.2 Limitation in data analysis  161-163
  6.4 Summary  163-165
Chapter Seven: Conclusion and research implications  165-183
  7.1 Summary and key findings  165-171
  7.2 Conclusion  171-172
  7.3 Contributions of the research  172
  7.4 Implications of the research  172-183
    7.4.1 Implications for TEFL in China  173-176
      7.4.1-1 Implications for Chinese college EFL teaching  173
      7.4.1-2 Implications for teacher development  173-175
      7.4.1-3 Implications for the Chinese national examination system  175-176
    7.4.2 Recommendations for future research  176-181
      7.4.2-1 Future research at above-the -lexical level  176
      7.4.2-2 Future research on the effects of teaching both English and Chinese metaphor  176-178
      7.4.2-3 Future research on EFL teachers’beliefs  178-179
      7.4.2-4 Future research on learners’motivation amid or after the proposed teaching  179-180
      7.4.2-5 Future research on gender differences amid or after the proposed teaching  180-181
    7.4.3 Summary  181-183
Bibliography  183-202
Appendixes  202-232
Acknowledgements  232-233
在学期间公开发表论文及著作情况  233

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