概念隐喻理论视阈下的高中英语短语动词教学策略研究——以V+down短语动词为例

A Study on the Teaching Strategies of Phrasal Verbs in Senior High School from the Perspective of Conceptual Metaphor Theory:Taking V + Down Phrasal Verbs as an Example

短语动词的学习在整个二语习得过程中占有重要地位,能否正确使用短语动词是衡量二语习得是否成功的指标之一。传统教学法中,老师基本采用罗列的方式,孤立的教授短语动词的语义用法,并要求学生死记硬背,导致他们对短语动词不能灵活掌握,出现了误用或回避使用等问题。认知语言学认为短语动词是一个相互联系的动态系统,对短语动词的认知研究可以以小品词的本义和引申义为中心开展教学。本文从概念隐喻理论视角研究分析了其对高中英语短语动词语义理解的影响,并尝试提出了相应的教学策略,以期为教师提供关于短语动词教学的新思路。

The learning of phrasal verbs plays an important role in the whole process of second language acquisition, and the correct use of phrasal verbs is one of the indicators to evaluate the success of second language acquisition. In the traditional teaching method, teachers basically adopt the method of listing, teach the semantic usage of phrasal verbs in isolation, and require students to memorize them by rote, which leads to their lack of flexible mastery of phrasal verbs and the emergence of problems such as misuse or avoidance of using phrasal verbs. Cognitive linguistics holds that phrasal verbs are a dynamic and interrelated system. From the perspective of conceptual metaphor, this paper analyzes the influence of conceptual metaphor on the semantic understanding of phrasal verbs in senior high school, and tries to put forward corresponding teaching strategies in order to provide teachers with a new way of thinking about phrasal verb teaching.