认知指导对二语惯用语习得的影响研究
The Impact of Cognitive Instruction on English Idiom Acquisition by Second Language Learners
摘要
Abstract
Chapter 1 Introduction
1.1 Motivation of the Research
1.2 Purpose and Significance of the Research
1.3 Organization of the Research
Chapter 2 Literature Review
2.1 Traditional Studies on Idioms
2.1.1 Traditional Views on Idioms
2.1.2 Scope of Idioms
2.1.3 Definition of Idioms
2.1.4 Characteristics of Idioms
2.1.5 Classification of Idioms
2.1.6 Traditional Method of Idiom Teaching and Learning
2.2 Cognitive Studies on Idioms
2.2.1 Analyzability of Idioms
2.2.2 Cognitive Views on Idioms
2.2.3 Empirical Studies on Idiom Acquisition Based on Cognitive Approach
Chapter 3 Theoretical Foundation
3.1 Metaphor
3.1.1 The Definition of Conceptual Metaphor
3.1.2 Conceptual Metaphor as A Set of Mappings
3.1.3 Common Source and Target Domains
3.1.4 The Classification of Conceptual Metaphor
3.1.5 Experiential Foundation of Conceptual Metaphor
3.2 Metonymy
3.2.1 The Definition of Conceptual Metonymy
3.2.2 The Cognitive Mechanism of Metonymy
3.2.3 Classification of Conceptual Metonymy
3.3 The Explaining Force of Cognitive Motivation on Idioms
3.3.1 Idioms Based on Metaphor
3.3.2 Idioms Based on Metonymy and Conventional Knowledge
3.3.3 Multiple Motivation for Idioms
Chapter 4 Research Methodology
4.1 Research Questions and Hypotheses
4.2 Participants
4.3 Materials
4.3.1 Materials for Teaching and Learning
4.3.2 Three Test Papers
4.4 Procedure
4.4.1 The General Procedure
4.4.2 Specific Teaching Procedure
4.5 Data Collection
Chapter 5 Results and Discussion
5.1 Results and Discussion of the Present Study
5.1.1 Hypothesis 1
5.1.2 Hypothesis 2
5.1.3 Hypothesis 3
5.2 Discussion
Chapter 6 Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations and Suggestions for Further Study
References
Appendix 1 Teaching materials
Appendix 2 Pretest paper for both groups
Appendix 3 Posttest Paper 1
Appendix 4 Posttest paper 2
Acknowledgements
哈尔滨工业大学学位论文原创性声明及使用授权说明