英国Dissertation代写论文精选:“关于概念隐喻理论的实证研究”,这篇论文主要讲述了概念隐喻理论的含义以及适用范围。文章指出,隐喻在语言层面上的研究一直被看作是传统隐喻,而传统的隐喻和从语言学角度研究的隐喻都是一种修辞手段,所以在高中生的学习上是可以帮助他们发展自身语言能力的。
Literature Review Overview on Conceptual Metaphor Theory Home and Abroad Metaphor studied at linguistic level has always been viewed for asthe traditional metaphor. All the studies of the traditional metaphor arecentered on the linguistic perspective—metaphor is a rhetoric device, akind of figures of speech, a semantic deviation or a semantic creation(mainly in the theory of interaction). Aristotle is forefather of traditionalmetaphor. The Comparison Theory has had a great influence on othermetaphor theories for two thousand years. Aristotle claims some of themetaphor functions, that is, an ornament of language in poetics or rhetoricand a deviation of language in semantics. Semantic derivation takes placein the same domain.Another traditional metaphor theory which is labeled as substitutiontheory holds that semantic derivation appears in two domains.Traditionally, most rhetoric researchers and critics, including Quintilian,who inherited and innovated the substitution theory, hold the view(ShuDingfang;2001:23). In effect, under the circumstance ,a metaphor is aprocess that says one thing but means another.Researches related to English instruction and conceptual metaphorare not very abundant, but there are some studies which giveenlightenments for follow-up researchers. Jia Dongmei(2008) on thetheory of conceptual metaphor and the teaching of metaphor; Xu Zhiyuan& Wang Xiaolu(2014) have studied Chinese EFL learners' understandingof metaphor and its model construction; Xu Zhiyuan & Zhao Ming(2014)have made a study on metaphor comprehension strategies of differentEnglish proficiency learners, etc. Conceptual Metaphor Theory and Vocabulary Learning The foreland of the study of metaphor has been in the westerncountries. In whichever perspective metaphor is studied, the researchersin the western country have found that metaphor has a close relationshipwith the appearance, development and use of vocabulary. Even thecognitive linguists have recognized that the conventional vocabulary ismostly metaphorical, because metaphorical expressions are governed andarranged by the conceptual metaphor. In recent years, the western scholars has gradually shift the academic fruit of metaphor study to thelanguage pedagogy and begun to take insights into the relationshipbetween metaphor and vocabulary acquisition and learning. Some famouscomments on it will be displayed as follows:Hester (1967:21) points out the fact that if the source of every wordis examined carefully, it is quite possible to find the trace ofmetaphorization on them.Leech (1983: 9-27) expresses his belief that the conceptual meaningor the cognitive meaning of vocabulary is the most basic in linguisticcommunication and that without conceptual meanings, linguisticcommunication can't be made. Theoretic Basis Constructivist Teaching Theory Constructivism is a kind of theory of knowledge and learning. It laysemphasis on learner’s initiative. Learning is considered as a process ofmeaning generation and understanding construction which based onlearner’ original knowledge and experience. The process is usuallyperformed and completed under the interaction of social culture. Theconstructivism come into being with profound ideological origins. It ismuch different from the traditional teaching and learning theory. Theconstructivism has important value and implications for teaching designmodels.Constructivism come into being with the foundation of researches onchild cognitive development. Then the new leaning theory forms andaccompanies with the new teaching theory. At the present, the quitemature teaching models under the influence of CLT are ScaffoldingInstruction(SI), Anchored Instruction(AI) and Random AccessInstruction(RAI). Because that SI and RAI are related closely with theresearch. They help to construct the teaching model of metaphoricalpolysemy teaching. The SI and RAI are introduced here. Conceptual Metaphor Theory The publication of Metaphors We Live By throws an brand-newunderstanding of metaphor and metonymy: metaphor and metonymy arenot anymore two kinds of figures of speech, but two kinds of ways ofthinking. It is also the vital cognitive means to the formation of human’scognitive system.Metaphor at its essence is conceptual. It is not only a linguisticphenomenon but also a cognitive mechanism through which peopleexperience and understand one thing from another thing(Lakoff &Johnson 1980:5). Metaphor in language use is the result and tool ofhuman’s cognitive activities. Concrete concepts are usually used tocomprehend abstract concepts in metaphor. It is one of the mainmechanisms for people to understand abstract concepts and conductabstract reasoning(Lakoff 1993:232). Results & Discussion The Fundamental Status of Knowledge about Metaphorand Polysemous Words of EG and CG. The results and discussion are based on the data collected with theresearch instruments that is pretest, immediate test and delayed test. Thetotal score of the three test are 100, 100, 50. There are two parts in pretestwhich the first part is compiled with ten fill-in-the-blanks(each scores 2points), ten multiple choices(each scores 1 point) and five short answerquestions(each scores 4 points). The second part is compiled with fiveconceptual metaphor induction questions(each scores 2 points), tenmultiple choices(each scores 1 point), ten recognition questions(eachscores 2 points) and five translations(each scores 2 points). The questionstyle and grade of immediate test is the same as that of pretest. There isonly one part in the delayed test. The questions are the same as that of thefirst part of pretest. The collected data are processing by SPSS21.0. Conclusion Chapter three gives a detailed and reliable analysis to the results ofthe study. In this chapter the author makes a conclusion mainly from twoaspect. The first part summarizes the major findings and the second partpoints out the limitations and suggestions for further study.The research is devoted to the application of Conceptual MetaphorTheory to English vocabulary teaching in senior high schools with anempirical study on polysemous words teaching since a large quantity ofvocabulary are polysemy. Considering the unsatisfied polysemous wordsteaching and learning situation. The study put forward two researchquestions in order to give some effective and feasible pedagogicalimplications for polysemous words teaching and finally help to removethe obstacle on the way of senior high students’ vocabulary learningespecially polysemous words learning. The research questions are asfollows: (1) In contrast with traditional polysemous words teaching, whatimpacts does polysemous words teaching based on Conceptual MetaphorTheory have on polysemous words learning of senior high students. (2) What effects does classroom metaphor instruction have on seniorhigh students’ ability of conceptual metaphor identification and meaningdeductionHere is the answer to the first question. In contrast with traditionalpolysemous words teaching, there are three kinds of impact polysemouswords teaching based on Conceptual Metaphor Theory have onpolysemous words learning of senior high students. 51Due作为专业的留学教育辅导机构,专业辅导语言学论文代写、硕士paper代写、英国matlab作业代写,自2004年至今,坚持以学生为中心,全天候服务,为海外留学生完成了数万篇assignment代写、essay代写、report代写、dissertation代写等论文,以优质的英国代写服务赢得留学生的信赖,如有英国代写code需求或者英国it课程补习需求,欢迎咨询QQ800020041哦。 51Due网站原创范文除特殊说明外一切图文著作权归51Due所有,未经51Due官方授权谢绝任何用途转载或刊发于媒体。如发生侵犯著作权现象,51Due保留一切法律追诉权。-C
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