概念隐喻理论对小学英语词汇教学的意义_英语论文

The Pedagogical Implications of Conceptual Metaphor Theory for ELF Vocabulary Teaching in Primary Schools

摘要

人们以前把隐喻仅仅作为一种修辞手段来研究， 然而Lakoff 和Johnson 在1980年撰写的《我们赖以生存的隐喻》一书中提出了隐喻不仅仅是一种修辞手段，而是一种认知方式。为了讨论概念隐喻在小学英语词汇教中的教学意义，作者在某小学进行了两个短时间的试验教学。以五六年级学生为试验对象，采用问卷调查法，并辅以课后测验，以实际学习效果为佐证，收集数据资料，进行统计分析，得到以下结论：基于概念隐喻小学英语词汇教学是行之有效的，此方法可以促进小学生对词汇的记忆，锻炼他们的思维能力，增加他们学习英语的兴趣，因此在学生中受到欢迎，在小学英语词汇教学中有着不可替代的作用。

关键词：概念隐喻理论；词汇教学；教学启示

Abstract

People used to consider metaphor as a figure of speech. Nevertheless, the book Metaphor We Live By written by Lakoff and Johnson printed first in 1980 marked that metaphor is not only a figurative speech but also a kind of cognitive thought. In order to study the pedagogical implications of conceptual metaphor for ELF vocabulary teaching in primary schools, the author has conducted two short-time experimental lessons in a primary school. Grade five and Grade six students are chosen as subjects and their performance are testified by questionnaires and tests. Finally, by collecting data and analyzing those results, it is concluded that the application of conceptual metaphor theory to EFL vocabulary teaching in primary schools does work. It can enhance primary school students’ memorization and retention of vocabulary, train their thinking ability and raise their interest in learning English vocabulary. Therefore, it is welcome among students and plays an indispensable role in ELF vocabulary teaching.

Key words：Conceptual metaphor theory; vocabulary teaching; pedagogical implications 

Contents

Introduction 1

1. Conceptual Metaphor Theory 2

1.1 Definition of Conceptual Metaphor 2

1.2 The working Mechanism of Conceptual Metaphor 2

1.3 Classification of Conceptual Metaphor 4

1.3.1 Structural Metaphor 4

1.3.2 Orientational Metaphor 4

1.3.3 Ontological Metaphor 5

2. Vocabulary 5

2.1 Definition of Vocabulary 6

2.2 The characters of vocabulary 6

2.2.1 Extreme Richness 6

2.2.2 Fast Development 6

2.3 The Importance of Vocabulary in Primary School 7

3. The Relationship between English Vocabulary Teaching and Conceptual Metaphor Theory 7

3.1 Conceptual Metaphor and Compounds 7

3.2 Conceptual Metaphor and Polysemys 8

4. Two Vocabulary Teaching Experiments Based on Conceptual Metaphor Theory in Primary Schools 9

4.1 An Experiment on Small Class 9

4.1.1 Objectives 9

4.1.2 Subjects 9

4.1.3 Materials 9

4.1.4 Groups Division 9

4.1.5 Teaching Procedure 10

4.1.6 Questionnaire & Data Collection 11

4.1.7 Results and Analysis of the Qusetionnaires in the Two Groups 11

4.2 An Experiment on Normal-sized Class 13

4.2.1 Objectives 13

4.2.2 Subjects 14

4.2.3 Materials 14

4.2.4 Teaching Procedure 14

4.2.5 Analysis of the Results in the Two Classes 18

5. The Pedagogical Implications of the Two Experiments 18

5.1 The Advantages of Applying Conceptual Metaphor Theory to EFL Vocabulary Teaching in Primary Schools 18

5.2 The Limitation of Applying Conceptual Metaphor Theory to EFL Vocabulary Teaching in Primary Schools 19

5.3 The Suggestions of Applying Conceptual Metaphor Theory to EFL Vocabulary Teaching in Primary Schools 19

Conclusion 20

References 22

Appendix I 24

Appendix II 25

Appendix III 26