在介词教学中运用概念隐喻的可行性研究——以in为例

Application of Conceptual Metaphor to Preposition Learning: The Case of In

本文以英语介词in为例,用实证的方法探讨了将概念隐喻运用于介词教学的可行性。对实验数据的分析表明,相对于传统的介词教学法,提高概念隐喻意识更能促进介词in的教学、更有助于学习者对in词义的长期记忆、更能帮助学习者对in的词义做出推断。上述发现可借由双重代码理论得到解释。

This study aims to explore the possibility of applying the concept of conceptual metaphor to vocabulary learning,with a focus on the English preposition in.The preposition's meanings are analyzed in terms of conceptual metaphor and image schema.It is found that awareness of conceptual metaphor facilitates preposition learning,enhances long-term retention,and helps learners better predict new senses of the target word.The findings are accounted for in terms of the Dual Coding Theory.