语法隐喻能力培养对学生写作影响的实验研究  

An Experimental Study on the Effect of Grammatical Metaphor Ability Training on Students’ Writing

作　　者：梁玮[1] LIANG Wei(Department of Public Courses,Zhaoqing Medical College,Zhaoqing 526020,China)

机构地区：[1]肇庆医学高等专科学校公共基础部

出　　处：《黑龙江教育学院学报》2019年第7期147-149,共3页Journal of Heilongjiang College of Education

基　　金：广东省高职教育医药卫生类专业教学指导委员会课题“从语法隐喻探析医学英语阅读教学”(201610089),项目负责人:梁玮

摘　　要：把语法隐喻引入到英语教学,针对学生因概念流利缺失而导致的写作能力不足问题,通过培养学生语法隐喻能力,考察其对学生英语写作的影响。结果发现:实验组的作文成绩显著提高,名词化语法隐喻输出量显著高于对照组。但同时发现,高分作文的名词化数量与低分作文相比未呈现显著差异。由此得出结论:一方面,语法隐喻的使用丰富了写作语言的形式,帮助学生根据语境选择合适的表达,有利于作文能力的提高;另一方面,作为微观写作策略,语法隐喻使用的数量不是决定作文水平高低的关键。This study introduces grammatical metaphor into English teaching,aiming at the problem of students'inadequate writing ability caused by their lack of conceptual fluency,and examines its influence on students'English writing by cultivating students'grammatical metaphor ability.The results show that the writing performance of the experimental group is significantly improved,and the output of nominalized grammatical metaphor is significantly higher than that of the control group.At the same time,it is found that there is no significant difference in the number of nominalization between high-score and low-score compositions.On the one hand,the use of grammatical metaphor enriches the form of writing language,helps students choose appropriate expressions according to the context,and is conducive to the improvement of writing ability.On the other hand,as a micro-writing strategy,the number of grammatical metaphors used is not the key to determining the level of writing.

关 键 词：语法隐喻 概念流利 英语写作 名词化 

分 类 号：H319.36[语言文字—英语]