理据解析在视障学生英语多义词习得中的实证研究
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摘要
在多年残疾人英语教学与科研成果的基础上,以天津市视力障碍学校28名职教学生为被试对象,通过实证研究探索认知语言学框架下词汇理据解析在视障学生英语多义词习得中的功效。实验结果表明,理据解析对提高视障学生英语多义词习得水平发挥了积极的作用,对于加强视障学生二语词汇教学具有启示意义,从科学实证的角度为残疾人英语教学提供了一个例证。
On the basis of the author's research outcome in the field of ELT for the disabled, this study explores the effectiveness of motivation analysis to visually impaired students' English polysemy acquisition. It takes 28 participants who are vocational education students from Tianjin School for Visually Impaired. The result of empirical research shows that students' proficiency of English polysemy acquisition can be significantly improved by motivation analysis, which has positive implications for enhancing their SL lexical acquisition. It is shown that the study provides an example of ELT for the disabled from the perspective of scientific evidence.
On the basis of the author's research outcome in the field of ELT for the disabled, this study explores the effectiveness of motivation analysis to visually impaired students' English polysemy acquisition. It takes 28 participants who are vocational education students from Tianjin School for Visually Impaired. The result of empirical research shows that students' proficiency of English polysemy acquisition can be significantly improved by motivation analysis, which has positive implications for enhancing their SL lexical acquisition. It is shown that the study provides an example of ELT for the disabled from the perspective of scientific evidence.
引文
[1]曹怀军.基于理据分析的成人二语词汇习得实证研究[J].西安外国语大学学报,2012,(3):50-53.
[2]束定芳.现代语义学[M].上海:外语教育出版社,2000:127.
[3]Boers,F.Metaphor Awareness and Vocabulary and Retention[J].Journal of Applied Linguistics,2000,(21):553-571.
[4]Marta,B.Csabi,S.,&Kovecses,Z.Using conceptua metaphors and metonymies in vocabulary teaching[M].In Boers,F.&Lindstromberg,S(Eds.),Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology(pp.65-100).Berlin/New York:Moutonde Gruyter,2009.
[5]顾鸣镝.框架构式“有X无Y”的整合层级及其理据解析[J].汉语学习,2016,(6):45-51.
[2]束定芳.现代语义学[M].上海:外语教育出版社,2000:127.
[3]Boers,F.Metaphor Awareness and Vocabulary and Retention[J].Journal of Applied Linguistics,2000,(21):553-571.
[4]Marta,B.Csabi,S.,&Kovecses,Z.Using conceptua metaphors and metonymies in vocabulary teaching[M].In Boers,F.&Lindstromberg,S(Eds.),Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology(pp.65-100).Berlin/New York:Moutonde Gruyter,2009.
[5]顾鸣镝.框架构式“有X无Y”的整合层级及其理据解析[J].汉语学习,2016,(6):45-51.