摘要
根据认知隐喻理论应用于二语词汇习得的研究成果,通过教学实验,以检验认知隐喻的词汇教学策略在二语词汇习得中的有效性。研究结果表明,基于认知隐喻的词汇教学策略能够:(1)扩大学生词汇习得的广度;(2)促进学生多义单词、动词短语和习语的习得;(3)促进基本词汇、多义词及英语习语的长时记忆。
Based on the theory of cognitive metaphor and its application into second language vocabulary teaching, an experiment was conducted to examine the effectiveness of this vocabulary teaching strategy. The results showed that the teaching strategy can not only enlarge students＇ vocabulary acquisition breadth, but also promote students＇ acquisition and retention of English polysemy, verbal phrase and idioms.
出处
《淮南师范学院学报》
2009年第4期60-63,共4页
Journal of Huainan Normal University
基金
蚌埠医学院教学研究项目(2005-15)
关键词
认知隐喻
词汇习得
教学策略
cognitive metaphor
vocabulary acquisition
teaching strategy
