显性概念隐喻教学对阅读成绩及情境动机的影响  

A Study of the Impact of the Conceptual Metaphor Explicit Teaching on Students’Scores of Reading Comprehension and Situational Motivation

作　　者：曹雯雯 李韧 CAO Wen-wen;LI Ren(Public Courses Department,Orient Science and Technology College of Hunan Agricultural University,Changsha,Hunan 410128,China)

机构地区：[1]湖南农业大学东方科技学院公共课部,湖南长沙410128

出　　处：《教育教学论坛》2025年第9期157-160,共4页Education And Teaching Forum

基　　金：2023年度湖南省教育厅科学研究项目“认知语言学视角下的英汉网络新词对比研究”(23C0069)。

摘　　要：以66名大一学生为受试对象,考查了显性概念隐喻教学对大学生英语阅读成绩和情境动机的影响。研究结果显示:(1)显性概念隐喻教学对大学生英语阅读成绩的提高具有良好的即时效果和延时效果;(2)与低分组相比,显性概念隐喻教学对高分组的学生更有效;(3)实验教学能够激发学生的情境动机,但不同语言水平的学生对情境因素反应不同,呈现相对复杂性。这证实了概念隐喻教学对学生成绩的积极影响,从情境因素的角度分析该教学对不同语言水平学生情景动机的影响。Taking 66 freshmen as subjects,this study investigates the effect the conceptual metaphor explicit teaching on students’scores of reading comprehension and situational motivation.Results indicate that(1)the conceptual metaphor explicit teaching exerts both immediate and delayed influence on the scores of reading comprehension;(2)compared with those from low-score group,students from high-score group benefit more from the experimental teaching;(3)the teaching inspires students’situational motivation,but it is complicated that students at different language levels react differently.The study proves that the conceptual metaphor explicit teaching affects students’scores of reading comprehension positively,and analyzes its influence on the situational motivations of students with diverse linguistic levels.

关 键 词：概念隐喻 显性教学 阅读成绩 情境动机 

分 类 号：G642.0[文化科学—高等教育学]