新媒体语境下大学英语词汇多模态隐喻教学实证研究  

Empirical Study on Multi-modal Metaphor Teaching of College English Vocabulary in the Context of New Media

作　　者：陈珊[1] Chen Shan(School of Foreign Languages,Hunan Institute of Engineering,Xiangtan,Hu＇nan 411104,China)

机构地区：[1]湖南工程学院外国语学院,湖南湘潭411104

出　　处：《黑龙江工业学院学报（综合版）》2018年第10期108-111,共4页Journal of Heilongjiang University of Technology(Comprehensive Edition)

基　　金：2015年湖南省普通高等学校教学改革研究项目"‘卓越计划’背景下大学英语教学改革的研究与实践"(湘教通[2015]291号)

摘　　要：新媒体语境下多模态隐喻理论发展迅速,它也促进了大学英语教学的新发展,尤其对词汇教学有着极佳的推动作用,教师可以借助此理论,对词义的演化过程进行分析,进而得出诸多词汇之间所存在着的关联意义。在阐述隐喻及多模态隐喻理论基础上,采用实证的研究方法,课题组选取两个平行班级,实验班实施多模态隐喻词汇教学模式,而对照班采用传统词汇教学法,研究结果表明:将图文和声音、视频等诸多元素进行融合的多模态隐喻词汇教学模式,可以极大地提高学生学习词汇的兴趣,同时还能够增强他们的隐喻思维,从而提高词汇学习效率。The multimodal metaphor theory develops rapidly in the context of new media,and it also promotes the new development of college English teaching,especially for vocabulary teaching. Teachers can use this theory to analyze the evolution of meaning,and the relationship between many vocabularies will be found. On the basis of expounding metaphor and multi-modal metaphor theory,the empirical research method is adopted.The research group selects two parallel classes,the experimental class implements the multi-modal metaphor vocabulary teaching mode,and the comparative class adopts the traditional vocabulary teaching method. The research results show that： The multimodal metaphor vocabulary teaching mode that combines the graphic,audio,video and other elements can greatly improve students＇ interest in learning vocabulary. At the same time,it enhances their abilities of metaphorical thinking. Thus,the efficiency of vocabulary learning will be improved.

关 键 词：多模态隐喻 大学英语 词汇教学 

分 类 号：H319.34[语言文字—英语]