概念隐喻视角下英语习语习得与成绩的相关性  

Relevant Study of the Acquisition of English Idioms and English Scores from the perspective of Conceptual Metaphor

作　　者：刘芹[1] 罗军[1] 刘围敏 

机构地区：[1]昭通学院外国语学院,云南昭通657000

出　　处：《昭通学院学报》2016年第2期110-114,共5页Journal of Zhaotong University

基　　金：云南省教育厅课题"概念隐喻理论与英语习语习得及应用研究"的阶段性成果之一(2014Y501)

摘　　要：通过问卷调查法了解了非英语专业大学生英语习语学习状况之后,在实验班运用了概念隐喻理论对英语习语进行教学。结果表明:概念隐喻对英语习语有较强的阐释力;利用概念隐喻教授习语有助于提高学生的习得能力,并与学生的习语学习成绩显著相关。This article investigates the English learning condition of non-English university students by means of Questionnaires.Afterwards,theories of conceptual metaphor are put into teaching in the experimental classes.Results indicate that conceptual metaphors have the strong explanatory power to English idioms.Meanwhile,using conceptual metaphors to teach English idioms contributes to improve students＇ ability of acquisition and has significant correlations with the scores of English idioms.

关 键 词：概念隐喻 英语成绩 英语习语习得 

分 类 号：H319.1[语言文字—英语]