认知隐喻在大学英语词汇习得中的应用研究

Empirical Study On Applying Cognitive Metaphor to College English Vocabulary Acquisition

基于认知隐喻理论在大学英语词汇习得中起到积极作用这一假设,结合课堂教学,以两个水平相当的学生班级为受试者进行一项实验研究,分析认知隐喻对学生词汇习得的长短期记忆效果及实验班学生对认知隐喻词汇教学法认同度问题。研究结果发现:认知隐喻对学生的长短期词汇记忆都有提高;大部分学生赞同认知隐喻的词汇教学法。

Based on the assumption that cognitive metaphor theory has active impact on college English vocabulary acquisi- tion, this empirical study has been conducted in two classes, of which students are at the same proficiency lever. After analyzing the long-term and short-term memory effect and their attitude, the study finds that cognitive metaphor improves their long-term and short-term memory at vocabulary acquisition and most students highly accept this teaching method.