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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:2014-07-20编辑:lgg点击率:3566
论文字数:36900论文编号:org201407191042375248语种:英语 English地区:中国价格:$ 66
关键词:概念隐喻高中英语写作隐喻密度写作成绩influence of Mandarin
摘要:本文是一篇有关英语教学的文章。母语对中国人学习英语影响很大,尤其是写作上。很多英语学习者进行英语写作的时候都是,一个字一个字的将中文翻译成英文,多数情况下造成句式单一。
Chapter Four Results and Discussion
4.1 Results for students’ density and diversity of metaphorical expressions
Research question 1 asks whether conceptual metaphor instruction increases thestudents metaphorical density and the diversity of metaphorical expressions. Themetaphorical density of the control class and the experimental class in the post-test ispresented in Table 4.1. Table 4.1 shows that the average metaphorical density of the control class is4.8024 while the average metaphorical density of the experimental class is 15.6104 inthe post-test. The average metaphorical density of the experimental class issignificantly higher than that of the control class (p= .000<.001).There is also a comparison of the experimental class between the pre-test and thepost-test in order to testify whether conceptual metaphor instruction increasesstudents metaphorical density. The metaphorical density of the experimental class inthe pre-test and the post-test is presented in Table 4.2.
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Conclusion
The purpose of this study is to prove that conceptual metaphor instructionprovides a new perspective for English teaching since metaphor plays a significantpart in human language and thought. Seeing that foreign language learning is not apurely linguistic and communicative act, but closely related to human mentality aswell, mastering conceptual metaphor, thus, is also an inherent part of the languagelearning process. Both theories and practice of language teaching have suggested thatthe ability to understand and produce metaphors in the target language is important forforeign language learning.After doing the experiment and analyzing its data, we could get the followingfindings: The results of pre-test and post-test show that the metaphorical density of theexperimental class was greatly improved. After learning conceptual metaphor, thestudents in the experimental class got a better understanding of some vocabularyitems. Therefore, they could use more specific and appropriate words to express theirideas, thoughts and feelings. The diversity of metaphorical expressions, in turn, wasgreatly improved.
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Reference (omitted)