摘要
本研究旨在探讨概念型教学法对英语专业生隐喻能力发展的影响。研究依托概念型教学法进行隐喻教学设计,开展前测-教学-后测的实验,分析了书面表达中的隐喻密度和类型。结果显示:1)实验组和对照组的后测隐喻密度显著高于前测隐喻密度;2)实验组的后测隐喻密度显著高于对照组;3)实例型隐喻在对照组的比重高于实验组;4)非实例型隐喻在实验组的比重高于对照组;5)第三类非实例型隐喻仅出现在实验组。研究表明,概念型教学法能显著提升英语专业生的隐喻能力。研究中提出的隐喻分析范式和隐喻教学方法为后续研究提供了有益的启示。
This study investigates the effect of CBI on English majors development of metaphoric competence. Procedures included design of a CBI-based teaching plan for metaphor instruction and then administration of a pretest-teaching-posttest experiment to assess the participants metaphor density and metaphor category in their writing. Results demonstrated that(1) the posttest metaphor density of both the experimental and control group was significantly greater than their pretest metaphor density;(2) the posttest metaphor density of the experimental group was significantly greater than that of the control group;(3) the proportion of instantiation metaphors in the control group was greater than that of the experimental group;(4) the experimental group used more noninstantiation metaphors than their counterparts;and(5) non-instantiation metaphors(the third category) only appeared in the experimental group. Together, these results reveal that CBI can significantly improve English majors metaphoric competence. Moreover, the metaphor analysis model and metaphor instruction method in this study can offer implications for future research.
作者
卢婷
LU Ting(Foreign Studies College,Hunan Normal University,Changsha 410081,P.R.China)
出处
《现代外语》
CSSCI
北大核心
2020年第1期106-118,共13页
Modern Foreign Languages
基金
教育部人文社科项目基金“以提高概念流利为目标的概念型教学法研究”(14YJC740061)的阶段性成果
关键词
概念型教学法
隐喻能力
隐喻教学
二语教学
concept-based instruction
metaphoric competence
metaphor teaching
L2 teaching
