概念型教学法对中国大学英语学习者短语动词的习得效应  

The effect of concept-based language instruction on Chinese college EFL learners’acquisition of phrasal verbs

作　　者：王文斌[1] 魏玉凤 WANG Wenbin;WEI Yufeng

机构地区：[1]北京外国语大学

出　　处：《外语教育研究前沿》2024年第1期25-36,91,共13页Foreign Language Education in China

摘　　要：本文聚焦于英语短语动词的分类及多义短语动词的语义分析,并以此为基础考察概念型教学法(CBLI)对中国大学英语学习者短语动词的习得效应。研究发现主要有三:(1)CBLI有助于学习者对短语动词概念的习得,而且该效果具有可持续性;(2)学习者的表现随短语动词隐喻程度的不同而有所不同——与方位和体式短语动词相比,CBLI对学习者习得隐喻式短语动词的效果更好,而且这种效果也具有可持续性;(3)CBLI有助于培养学习者的隐喻性概念意识和概念系统思维。较高得分者构建完整行动导向基础图式(SCOBA)的表现更好,能更加准确地提炼出短语动词的核心意义,其SCOBA更具图式化特征,抽象程度更高,而较低得分者的SCOBA却较为具体,更依赖于具体的语境,不具备概括性和可迁移性。This study focuses on the classification of English phrasal verbs and the semantic analysis of polysemous phrasal verbs.Based on this,it investigates the effect of concept-based language instruction(CBLI)on Chinese college EFL learners’acquisition of phrasal verbs.The study yielded three main findings:(1)CBLI facilitated learners’acquisition and retention of phrasal verb concepts;(2)The performance of learners varied depending on the degree of metaphorical implication of phrasal verbs:CBLI proved to be more effective in the acquisition of metaphorical phrasal verbs compared to aspectual and directional ones;(3)CBLI was conducive to enabling learners to develop their abilities in metaphorical concept thinking and conceptual systematic thinking.Those with higher scores performed better in constructing SCOBAs,which captured the core meanings of phrasal verbs and were more schematic,while those with lower scores drew more concrete SCOBAs that were more dependent on specific contexts and were not transferable and generalizable.

关 键 词：短语动词 概念型教学 大学英语学习者 完整行动导向基础图式 

分 类 号：H09[语言文字—语言学]