论文部分内容阅读
本研究以中国大学生英语学习者为研究对象,采用实验辅以访谈的方法,对运用意象图式法与翻译法两种方法学习多义介词的效果进行了对比研究。基于大学英语学习者常见的错误,本实验选取介词at、on和in进行教学。研究结果表明,意象图式法在本实验中并未取得显著效果,但其效果已开始显现出来;此外,通过访谈得知,意象图式法可促进学习者对多义介词的理解,但不能完全解释一些介词的多义现象,需结合翻译法进行理解记忆。
In this study, the English learners of Chinese college students as the research object, the experiment with the interview method, the use of image schema and translation method two methods to study the effect of polysemous preposition comparative study. Based on the common mistakes of college English learners, this experiment selects prepositions at, on and in for teaching. The results show that the image schema method has not achieved significant results in this experiment, but its effects have begun to emerge. In addition, through the interview, the image schema method can promote learners’ understanding of the polysemous prepositions, but can not To fully explain the polysemy of some prepositions, we need to understand the memory combined with the translation method.