学位论文 > 优秀研究生学位论文题录展示

概念隐喻理论在大学英语阅读教学中的应用

作　者: 朱颖
导　师: 王馥芳
学　校: 华东师范大学
专　业: 英语语言文学
关键词: 概念隐喻理论大学英语文化意识篇章教学阅读教学
分类号: H319
类　型: 硕士论文
年　份: 2009年
下　载: 346次
引　用: 1次
阅　读: 论文下载

内容摘要

莱考夫与其同事提出的概念隐喻理论主要描述了语言,隐喻和认知三者间的关系。该理论详细的叙述了处于人们思维和认知深处的概念隐喻系统,以及与之对应的语言表达式。概念隐喻理论为自上而下的篇章分析提供了概念和文化视角,因此,该理论既可丰富阅读教学理论,又能促进中国大学英语阅读教学实践。本文首先对阅读的定义,阅读理解中运用的能力以及三种主要的阅读理解模式的优势和缺陷进行了梳理。并对照大学英语课程教学要求中所设定的阅读教学目标以及中国大学生的学习者因素分析,对大学英语阅读教法中的语篇教学和文化教学现状进行了整理分析。研究发现,语篇的文化功能与篇章结构并未在大学英语精读课中给予足够的重视。而引入概念隐喻理论对改善目前大学英语阅读教学中存在的问题无疑是个很好的选择。其次,本文综述了概念隐喻理论中的主要概念。依据该理论,概念隐喻是人们与周遭的自然文化环境相互影响下所形成的固定的跨域映射。作为一种思维模式,概念隐喻体系不仅植根于我们的概念体系中,支配着我们日常的思维与行为活动;而且在语言中存在着相应的系统的表达式。概念隐喻具有系统性和概念性的特点,这两个特性使概念隐喻成为确保语篇连贯的基础。同时,概念隐喻与语言、文化知识背景的相互依存关系使其成为语篇与语篇文化意义间的纽带。本文接下来探讨了概念隐喻理论在大学英语阅读教学中的应用。应用的重点主要在两个方面。首先我们将该理论应用于培养学生的文化意识,增进他们对语篇文化背景知识及其文化意义的理解。其次,我们将概念隐喻理论特别是其系统性和概念性应用于语篇教学,旨在提高学生对语篇意义的把握,以及深层含义的理解。通过探索概念隐喻理论在大学英语阅读教学中的应用,本文发现了该理论在外语教学理论中的意义,以及在大学英语阅读教学中的实践价值。

全文目录

ACKNOWLEDGEMENTS  6-7
摘要  7-8
ABSTRACT  8-10
TABLE OF CONTENTS  10-12
Chapter One Introduction  12-17
  1.1 Main Idea of the Thesis  12
  1.2 Theoretical Considerations for this Thesis  12-13
  1.3 Scope of this Thesis  13-14
  1.4 Purpose of this Thesis  14
  1.5 Originality of this Thesis  14-15
  1.6 Organization of this Thesis  15-17
Chapter Two The Nature of Reading  17-27
  2.1 Definition of Reading  17-19
  2.2 Components of Reading Abilities  19-23
  2.3 An Overview of Major Reading Models  23-25
    2.3.1 Bottom-up Model of Reading  23-24
    2.3.2 Top-down Model of Reading  24-25
    2.3.3 Interactive Model of Reading  25
  2.4 Strengths and Limitations of the Models  25-27
Chapter Three Some Issues in Current College English Reading Teaching  27-35
  3.1 Objectives of College English Reading Instruction  27-28
  3.2 Learner Factors Analysis  28-29
    3.2.1 Age Factors Analysis  28
    3.2.2 General language Proficiency Analysis  28-29
  3.3 Current Cultural Teaching in Intensive Reading Class  29-33
    3.3.1 Culture and Language Teaching  29-30
    3.3.2 Current Culture Teaching in Intensive Reading Class  30-32
    3.3.3 Problems with Culture Teaching in Intensive Reading Class  32-33
  3.4 Current Text Teaching Approaches in Intensive Reading Class  33-35
Chapter Four A General Review of Cognitive Theory of Metaphor and Its Implications to Reading Teaching  35-55
  4.1 A Brief Review of Cognitive Linguistics  35
  4.2 The Rise of Cognitive Theory of Metaphor  35-36
  4.3 The Theory of Conceptual Metaphor  36-51
    4.3.1 Experiential Basis of Conceptual Metaphor  36-38
    4.3.2 Definition and Development of Conceptual Metaphor  38-41
    4.3.3 Mechanisms for Conceptual Metaphor  41-44
    4.3.4 Classification of Conceptual Metaphor  44-47
    4.3.5 Characteristics of Conceptual Metaphor  47-51
  4.4 Conceptual Metaphor and EFL/ ESL Teaching  51-53
  4.5 Conceptual Metaphor and Reading Teaching  53-55
Chapter Five: The Application of Conceptual Metaphor Theory to Teaching Reading in EFL Intensive Reading Class  55-73
  5.1 Application of Conceptual Metaphor to Raise Cultural Awareness in Reading.  55-65
    5.1.1 Conceptual Metaphor and Culture  55-57
    5.1.2 Conceptual Metaphor and Cultural Awareness in Reading Teaching  57-58
    5.1.3 Application of Conceptual Metaphor to Raising Cultural Awareness in Reading Teaching  58-65
  5.2 Application of Conceptual Metaphor to Teaching Reading at Discourse Level  65-73
    5.2.1 Systematicity and Coherence of Conceptual Metaphor and Text Coherence  65-68
    5.2.2 Application of Conceptual Metaphor to Reading Teaching at Discourse Level  68-73
Chapter Six: Conclusion  73-76
  6.1 Major Findings of the Thesis  73
  6.2 Limitations of the Thesis  73-74
  6.3 Suggestions for Future Research  74-76
BIBLIOGRAPHY  76-82

概念隐喻理论在大学英语阅读教学中的应用

内容摘要

全文目录

相似论文