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

论文摘要

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?

论文目录

• Abstract in English
• Abstract in Chinese
• List of Tables
• List of Figures
• Abbreviations
• Table of Contents
• Chapter One Introduction
• 1.1 Introduction
• 1.2 Background to the research
• 1.2.1 Survey findings on Chinese EFL learners’small vocabulary size
• 1.2.2 Chinese EFL learners: rote learners
• 1.2.3 RL and cognitive style analysis: an obvious paradox
• 1.2.4 CLT reform of TEFL in China: a means not to the end
• 1.3 TEFL in China: from learning by rote to learning by thinking
• 1.3.1 Two thinking modes: convergent thinking versus divergent thinking
• 1.3.2 Learning more by thinking than by rote
• 1.4 Theoretical underpinnings
• 1.4.1 The mental nature of metaphor
• 1.4.2 Conceptual metaphor theory
• 1.4.3 Metaphor and divergent thinking
• 1.5 Purpose of the research
• 1.6 Research questions
• 1.7 Organization of the research
• 1.8 Value of the research
• Chapter Two Reviewing the relevant literature in TEFL
• 2.1 Introduction
• 2.2 Elaborating more on RL
• 2.2.1 Introduction
• 2.2.2 Defining RL
• 2.2.3 The main causes of RL
• 2.2.3-1 Impact of CHC on RL
• 2.2.3-2 Influence of the methods of learning L1 Chinese on RL
• 2.2.3-3 Effects of spoon-feeding on RL
• 2.2.4 RL as repetition, practice and memorisation
• 2.2.5 Different views on RL
• 2.2.5-1 Positive views
• 2.2.5-2 Negative views
• 2.2.6 Summary
• 2.3 Shifts of focus in TEFL: a general overview
• 2.3.1 Introduction
• 2.3.2 From language to language learner
• 2.3.3 Focusing on the language learner
• 2.3.3-1 Reviewing the learner-centred approach
• 2.3.3-2 Key issues of learner-centredness
• 2.3.4 Summary
• 2.4 Attempted teaching methods reform: the specific situation in China
• 2.4.1 Introduction
• 2.4.2 Method reform efforts
• 2.4.3 Constraints of CLT reform
• 2.4.4 Research findings amid and after the reform
• 2.4.5 Summary
• 2.5 Towards a learner-centred, thinking-based TEFL: the theoretical support
• 2.5.1 Introduction
• 2.5.2 Researching language learning
• 2.5.2-1 Surface approach and deep approach
• 2.5.2-2 The functions of brain hemispheres in learning
• 2.5.2-3 Tendencies of TEFL: three continua
• 2.5.3 Learner autonomy: learner empowerment in higher education
• 2.5.3-1 Language education and learner empowerment
• 2.5.3-2 Strategy training and learner empowerment
• 2.5.3-3 Training thinking and learner empowerment
• 2.5.4 General considerations about language learning strategies
• 2.5.4-1 Researches on language learning strategies
• 2.5.4-2 Learning strategy instruction
• 2.5.4-3 Benefits of learning strategy instruction
• 2.5.4-4 Learning strategies and learning styles
• 2.5.5 Education for thinking: a new concept of language education
• 2.5.5-1 Metacognitive strategies and thinking
• 2.5.5-2 Understanding ‘education for thinking
• 2.5.6 Summary
• Chapter Three Introducing metaphor into TEFL: its relationship to vocabulary learning
• 3.1 Introduction
• 3.2 Teaching metaphor in TEFL
• 3.2.1 Defining metaphor
• 3.2.2 Metaphor and its related theories
• 3.2.3 Reasons for introducing metaphor into TEFL
• 3.2.3-1 Contrasting attitudes towards metaphor
• 3.2.3-2 Filling the gap: applying metaphor in TEFL
• 3.2.3-3 Teaching metaphor in TEFL: its mental nature
• 3.2.3-4 Awakening the inclined learning style of Chinese EFL learners
• 3.3 Learning vocabulary through metaphor
• 3.3.1 Vocabulary learning strategies
• 3.3.1-1 Reviewing vocabulary learning strategies
• 3.3.1-2 Implicit and explicit vocabulary learning
• 3.3.2 Memory strategies and vocabulary learning
• 3.3.2-1 Importance of memory strategies
• 3.3.2-2 Modification of Oxford’s Taxonomy
• 3.3.3 Metaphor and the proposed EFL vocabulary learning approach
• 3.3.3-1 The working mechanism of metaphor
• 3.3.3-2 The working mechanism of metaphor and the proposed EFL vocabulary learning approach
• 3.3.4 Explicit learning of more advanced vocabulary usages
• 3.3.4-1 Explicit learning of polysemes
• 3.3.4-2 Explicit learning of prepositions and verb phrases
• 3.3.4-3 Explicit learning of idioms and proverbs
• 3.4 Summary
• Chapter Four: Research methodology
• 4.1 Introduction
• 4.2 Methods
• 4.2.1 Research topics
• 4.2.2 Participants
• 4.2.2-1 Subjects
• 4.2.2-2 Instructors
• 4.2.3 Teaching methodology
• 4.2.3-1 Procedures of teaching metaphor to EG
• 4.2.3-2 Further exposition of the teaching methodology
• 4.3 Instruments: theoretical considerations of fieldwork methodology
• 4.3.1 Questionnaires
• 4.3.1-1 The strengths of questionnaires
• 4.3.1-2 The weaknesses of questionnaires
• 4.3.2 Vocabulary tests
• 4.3.3 Think-aloud
• 4.3.3-1 The strengths of think-aloud
• 4.3.3-2 The weaknesses of think-aloud
• 4.3.4 Specific value of the chosen instruments in the research
• 4.4 Design of the research instruments
• 4.4.1 Design of the questionnaire on vocabulary learning strategies
• 4.4.2 Design of the vocabulary tests
• 4.4.2-1 Test design for the knowledge of learning ‘more advanced vocabulary’
• 4.4.2-2 Test designs for the knowledge of metaphoric competence
• 4.4.3 Design of think-aloud instruments
• 4.5 Procedures of data collection
• 4.5.1 The questionnaire procedure
• 4.5.2 Test procedure
• 4.5.3 Think-aloud procedure
• 4.6 Pilot study
• 4.6.1 The pilot study and its results
• 4.6.1-1 Pilot subjects
• 4.6.1-2 Results of the pilot study
• 4.7 Design of the data analysis
• 4.7.1 Descriptive analysis
• 4.7.2 Interpretative analysis
• Chapter Five Findings of the data analyses
• 5.1 Results of the questionnaire
• 5.1.1 Questionnaire: Part 1. Beliefs about memory strategies
• 5.1.2 Questionnaire: Part 2. Memory strategy preferences
• 5.1.3 Questionnaire: Part 3. Students’responses to open questions
• 5.1.4 Summary of findings from the questionnaire
• 5.2 Results of vocabulary tests
• 5.2.1 Part 1. Test on the acquisition of polysemes
• 5.2.1-1 The output of SPSS
• 5.2.1-2 Descriptive analysis
• 5.2.1-3 Conclusion
• 5.2.2 Part 2. Test on the acquisition of idioms
• 5.2.2-1 The output of SPSS
• 5.2.2-2 Descriptive analysis
• 5.2.2-3 Conclusion
• 5.2.3 Part 3. Test on the acquisition of proverbs
• 5.2.3-1 The output of SPSS
• 5.2.3-2 Descriptive analysis
• 5.2.3-3 Conclusion
• 5.3 Results of tests on metaphoric competence
• 5.3.1 Results of test on fluency of metaphor interpretation
• 5.3.1-1 The output of SPSS
• 5.3.1-2 Descriptive analysis
• 5.3.1-3 Conclusion
• 5.3.2 Results of test on originality of metaphor production
• 5.3.2-1 The quantitative and qualitative analyses
• 5.3.2-2 Conclusion
• 5.3.3 Summary of the results
• 5.4 Results of think-aloud procedure
• 5.4.1 The output of statistical analysis
• 5.4.2 Descriptive analysis
• 5.4.3 Conclusion
• Chapter Six Discussion of findings and research limitations
• 6.1 Hypotheses and results
• 6.1.1 Discussion of findings relevant to Null Hypothesis 1
• 6.1.2 Discussion of findings relevant to Null Hypothesis 2
• 6.1.3 Discussion of findings relevant to Null Hypothesis 3
• 6.1.4 Discussion of findings relevant to Null Hypothesis 4
• 6.1.5 Conclusions from the findings concerning the research questions
• 6.2 Summary of the findings
• 6.3 Limitations of the research
• 6.3.1 Limitations in data collection
• 6.3.1-1 Time of the teaching experiment
• 6.3.1-2 Subjects
• 6.3.1-3 Misunderstanding of certain terms in research questions
• 6.3.1-4 Prestige bias
• 6.3.2 Limitation in data analysis
• 6.4 Summary
• Chapter Seven: Conclusion and research implications
• 7.1 Summary and key findings
• 7.2 Conclusion
• 7.3 Contributions of the research
• 7.4 Implications of the research
• 7.4.1 Implications for TEFL in China
• 7.4.1-1 Implications for Chinese college EFL teaching
• 7.4.1-2 Implications for teacher development
• 7.4.1-3 Implications for the Chinese national examination system
• 7.4.2 Recommendations for future research
• 7.4.2-1 Future research at above-the -lexical level
• 7.4.2-2 Future research on the effects of teaching both English and Chinese metaphor
• 7.4.2-3 Future research on EFL teachers’beliefs
• 7.4.2-4 Future research on learners’motivation amid or after the proposed teaching
• 7.4.2-5 Future research on gender differences amid or after the proposed teaching
• 7.4.3 Summary
• Bibliography
• Appendixes
• Acknowledgements
• 在学期间公开发表论文及著作情况