首页 >  硕士论文 > 英语硕士论文 >   正文

英语硕士论文:基于概念隐喻理论的大学英语写作教学的有效性研究

添加时间:2017-12-21 20:56:28   浏览:次   作者: www.dxlwwang.com
专业论文资料, 搜索论文发表论文代写论文网为你解忧愁!详情请咨询我们客服。
获取免费的论文资料? 欢迎您,提交你的论文要求,获取免费的帮助

Chapter 1 Introduction

 
1.1 Background of the Study
Writing is an important English skill. However, it has not got much attention incurrent college English teaching due to the following reasons.Firstly, under the current examination-oriented education system, teacher’steaching content is oriented according to the text content. The whole teaching processaims to improve students’ achievements and takes it as the goal, so teachers pay moreattention to the easy part such as listening, translation and reading, which can gainmore scores. The writing part is ignored owing to the barren effect.Secondly, from the point of the curriculum, although the university has openedspecific writing classes, yet these classes are more for English majors, non-Englishmajor students are still occupy a large number and their English book is New StandardCollege English 3 which including listening, speaking, reading and writing, a morecomprehensive course. Therefore, in the face of current situation more courses contentand less classes’ time, teachers usually focus on the vocabulary, sentence andgrammar of the text and do explanation and exercises about them, the writing partonly becomes a formality. The teachers have no time to take into account theexplanation and practice of writing.Thirdly, from the teacher’s point of view, although the teaching methods ofuniversity give teachers more flexibility, yet the students still need to participate invarious levels of examination, under the impact of the examination-oriented education system, teachers have to use traditional teaching methods to teach in usual. Teacherspay more attention to students’ knowledge of language, while ignoring the cultivationof students’ language using ability. As a result, the students master a lot of languageknowledge, but they do not know how to write a good composition. In addition,owing to the bondage of the traditional teaching method, some old teachers knowlittle about the linguistic theories and new teaching methods. Therefore, they areaccustomed to the traditional teaching methods and rarely adopt new theories andmethods to guide teaching practice.
.........
 
1.2 Significance of the Study
Writing plays an important role in English teaching and learning, however, forteachers and students how to teach and learn still a hard work. In 1930, Lakoff andJohnson put forward the conceptual metaphor theory which broke the bondage oftraditional metaphor research and marked the formal transition from research ofmetaphor to the field of cognitive science. At the same time, more and moreresearchers pay more attention to conceptual metaphor and study it from differentfields. Conceptual metaphor theory provides a new way for both teachers and studentsto teach and learn English. The English writing teaching under the guidance ofconceptual metaphor theory enriches students’ knowledge of conceptual metaphortheory, enhances students’ metaphoric awareness and improves their metaphoriccompetence. The enhancement of metaphoric awareness and the improvement of metaphoric competence will help them to improve their writing achievements.Students can use proper words, diversified sentences to express their thoughts andmake a well-organized, coherent composition. The application of conceptualmetaphor theory to English writing teaching can help students to improve theirvocabulary, sentence patterns and discourse coherence. The introduction of conceptualmetaphor theory into college English writing teaching on the one hand can improvestudents’ metaphoric competence and writing achievements, on the other hand willalso inject fresh blood into the current teaching of college English writing, so theconceptual metaphor theory can guide the college English writing teaching moreeffective.
...........
 
Chapter 2 Literature Review
 
2.1 Studies of Metaphor
Metaphor has engaged the intellectual mind since remote antiquity. The earlieststudy can trace back to the ancient Greek philosopher Aristotle (1954). For a longtime, metaphor has become a heated topic exclusively for rhetoricians. It has beenconsidered simply as an ornament in function. With the deepening of the research, thestudy of metaphor has experienced several changes. Metaphor has thus motivated by asearch for understanding.According to Wikipedia (2017), a metaphor is a figure of speech that refers, forrhetorical effect, to one thing by mentioning another thing. It may provide clarity oridentity hidden similarities between two ideas. Where a simile compares two items, ametaphor directly equates them, and does not use “like” or “as” as does a simile.According to Longman Dictionary of Language Teaching & Applied Linguistics(1992), a metaphor is a figure of speech, a word or phrase which is used for specialeffect and which does not have its usual or literal meaning. In a metaphor, no functionwords are used. Something is described by stating another thing with which it can becompared.
..........
 
2.2 Conceptual Metaphor Theory
Conceptual metaphor theory was the development of metaphor theory. Inmodern times, the study of metaphor was no longer the unique enterprise ofrhetoricians. Metaphor has been acknowledged as an indispensible and decisivefeature of natural language, so ubiquitous that there was no study of language couldbe completed without an adequate account of it. It has virtually become amultidisciplinary topic of consideration. Lakoff and Johnson (1980) demonstrated convincingly that “metaphor is pervasive in everyday life, not just in language, butalso in thought and action”. In other words Lakoff and Johnson redefined themetaphor from the cognitive perspective.In 1980, the American cognitive linguistics Lakoff and Johnson (1980)published Metaphors We Live By together. This was an important theoreticalachievement of metaphor in cognitive research. In the book, they studied metaphorsystematically from a cognitive perspective, and put forward the famous theory“conceptual metaphor”. This marked the formal transition of research of metaphor tothe field of cognitive science.In the book, Lakoff and Johnson (1980) said that “The essence of metaphor is tounderstand and experience one kind of thing in terms of another” (p.5). The twowords “understand” and “experience” meant that metaphor was a kind of way ofthinking and a kind of tool for people to know the world.
.........
 
Chapter 3 Methodology...........26
3.1 Research Questions ........26
3.2 Subjects.......26
3.3 Instruments ...........27
3.4 Procedures ............29
3.4.1 Pre-test ......29
3.4.2 Teaching procedures.....30
3.4.3 Post-test.....34
3.4.4 Interview .............35
3.5 Data Collection.....36
3.6 Data Analysis........37
Chapter 4 Results and Discussion ....38
4.1 Results ........38
4.2 Discussion.............58
Chapter 5 Conclusion....62
5.1 Major Findings .....63
5.2 Pedagogical Implications..........64
5.3 Limitations of the study............66
5.4 Suggestions for Further Research.......68
 
Chapter 4 Results and Discussion
 
Based on the collected experimental data, this chapter made a detailed resultsand discussion to verify whether the application of conceptual metaphor theory tocollege English writing teaching was feasible.
 
4.1 Results
This chapter showed the results of pre-test, post-test, and interview. The resultsof pre-test were used to determine whether the metaphoric competence and writingachievements of the two classes were equivalent and to further determine whether theexperimental teaching could be implemented. The results of the post-test could beused to determine whether the EC got significantly higher than CC in metaphoriccompetence and writing achievements. All of these results were used to verifywhether the English writing teaching under the guidance of the conceptual metaphortheory was feasible in college.The data on the pre-test came from the results of the translation part andwriting part. The results of the translation part were used to measure students’metaphoric comprehension competence. The times of metaphors and the number ofnonnative-like sentence in writing were used to measure students’ metaphoric outputcompetence. Students’ writing achievements was measured by the scores ofcomposition according to CET-4’s evaluation standard. From the results of pre-test,whether there was significant difference in the metaphoric competence and writingachievements between the EC and the CC could be test.
\
..........
 
Conclusion
 
In this chapter the writer will summarize the experimental results, and thenpoint out the implications and limitations of the experimental study, and finally pointout the suggestions for future research.The purpose of the experiment is to test whether the metaphoric competenceand the writing achievements of the students are improved and to further test whetherthe English writing teaching under the guidance of conceptual metaphor theory incollege is feasible. The writer analyzes the experimental data and interview results.The major findings are as follows:Firstly, the English writing teaching under the guidance of conceptual metaphortheory enhances students’ metaphoric competence. On the one hand, from thestudents’ metaphoric comprehension competence, before the experiment, the score ofthe translation in the experimental class and the control class is equal, that is, there isno significant difference on metaphoric comprehension competence between the twoclasses; after the experiment, the metaphoric comprehension competence of theexperimental class is much higher than that of the control class. On the other hand,from the students’ metaphoric output competence, before the experiment, themetaphoric output competence of the experimental class and the control class is quiteequal, but after the experiment, the increasing of the times of metaphors and thedecreasing of the nonnative-like sentence in experimental class shows that themetaphoric output competence is much higher than that of the control class. In conclusion the application of conceptual metaphor theory to English writing teachingin college can improve students’ metaphoric competence.Secondly, the English writing teaching under the guidance of conceptualmetaphor theory raises students’ writing achievements. Before the experiment, thewriting score of the experimental class and the control class is equal while after theexperiment, the writing score of the experimental class is much higher than controlclass, that is to say, and the writing achievements of the experimental class is higherthan control class after the application of the conceptual metaphor to English writingteaching. In addition, from the writing score of experimental class before and afterexperiment, the writing score increased after the experiment. From the writing scoreof control class before and after experiment, the writing score of the control class alsoincreased. However, the writing score does not change much, that is, the writingachievements are same. The English writing teaching under the guidance of theconceptual metaphor theory improves the students’ writing achievements.
..........
References (abbreviated)

提供海量毕业论文,论文格式,论文格式范文,留学生论文,商务报告相关资料检索服务。
本论文由代写论文网整理提供 http://www.dxlwwang.com/
需要专业的学术论文资料,请联系我们客服
本文地址:http://www.dxlwwang.com/yingyu/6437.html
论文关键字:英语硕士论文 隐喻能力 写作成绩 大学英语写作教学