摘要
通过教学实验探索隐喻式词汇教学对高职非英语专业学生短语动词习得的影响。研究结果表明,教学中融入概念隐喻知识能够促进学生短语动词习得,但策略迁移问题没有得到数据支持。
The paper reports a teaching experiment with low proficiency Chinese EFL students which indicates that integrating conceptual metaphors into phrasal verb teaching can facilitate students’ retention. However, the findings don’t support strategy transfer.
作者
陈修铭
Chen Xiu-ming(Henan Institute of Technology,Xinxiang 453003,China)
出处
《河南机电高等专科学校学报》
CAS
2019年第1期78-80,共3页
Journal of Henan Mechanical and Electrical Engineering College
基金
河南省教育厅人文社科规划项目“认知隐喻视野下高职非英语专业学生短语动词习得的实证研究”(2019-ZDJH-615)
关键词
概念隐喻
认知理据
短语动词
conceptual metaphor
CL motivation
phrasal verb
