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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-28编辑:lgg点击率:3868
论文字数:38460论文编号:org201308280957576315语种:英语 English地区:中国价格:$ 66
摘要:It has a special educational function to apply conceptual metonymy to college Englishreading teaching. It can help students understand and grasp the basic cognitive mechanism ofvocabulary evolution by using metonymic thinking, thus promotes the understanding ofvocabulary and effective application of vocabulary.
Chapter Ⅱ Literature Review
2.1 Previous study on conceptual metonymy abroad and at home
2.1.1 Previous study abroad
Metonymy is the concept of poetics and rhetoric in the west linguistics. For a long time,metonymy is just considered as the special rhetorical phenomenon. The emergence anddevelopment of cognitive linguistics has an important influence on the area of linguisticssince the 1980s. The study that cognitive linguists research the case of traditional rhetoricshows many cases are not just the device of poetics and rhetoric, but also the basic cognitivemethod that human beings understand the world and form the concepts. In 1980, Lakoff andJohnson published a book named Metaphors We Live By. It was this book that enlightenedmany scholars such as Goossens, Croft, Dirven to study the metonymy from a cognitive pointof view. Since then, linguists in the west study the application to conceptual metonymy thatinvolves all kinds of aspect of language. This thesis will study two aspects. One is theconceptual metonymy and lexis, the other is conceptual metonymy and text.Firstly, about the conceptual metonymy and lexis, Gibbs (1994) studies theunderstanding of the metonymic language and function in thinking. He points out that “theability of metonymic inference, which from part to whole or from whole to part, is one of thefeatures of poetics of mind”.[3]To understand the metonymic vocabulary, it involves twoprocesses that are sense selection and sense creation.Dirven (1999) investigates a kind of phenomenon that is the conversion from nouns toverbs, such as to fish, to author. The author states that “the process of conversion is typicallyfound in three event schemata and conversion is regarded as a process in which in the eventschema one participant is metonymically concentrated on, but the whole event is conceptuallycontained”.
Chapter Ⅲ The Application of Conceptual Metonymy..........26-39
3.1 Research questions .........26
3.2 Research subjects .........26-27
3.3 Research instruments......... 27-28
3.3.1 Questionnaire......... 27
3.3.2 Pre-test paper and post-test paper.........27-28
3.3.3 Interview.........28
3.4 Research procedure .........28-31
3.4.1 Applying framework......... 28
3.4.2 The specific teaching procedure .........28-31
3.5 Data collection and analysis......... 31-39
3.5.1 Data collection.........31
3.5.2 Data analysis .........31-39
Chapter Ⅳ Results and Discussion......... 39-46
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