Dissertation > Excellent graduate degree dissertation topics show

A Study of the Role of Conceptual Metaphor-based Writing Instruction in Enhancing Chinese Efl Learners’ English Writing Ability

Author: LiZuo
Tutor: JiangMeng
School: Sichuan International Studies University
Course: English Language and Literature
Keywords: Teaching English Writing English writing skills Words capacity Conceptual Fluency Conceptual Metaphor
CLC: H319
Type: Master's thesis
Year: 2010
Downloads: 257
Quote: 1
Read: Download Dissertation

Abstract

English writing is one of the basic skills required to master the English language learners. However, for a long time, the teaching of English writing has been a bottleneck in English teaching. Most of the current teaching of English writing improve the ability of the student's words to improve their writing skills, and existing research results show that (such as Jiang, Meng, 2009; You, 2004), our English learners in the process of writing, most of them only Importance of Grammar , the correct use of vocabulary, leading to write out the sentence, and the article is not authentic. The reason is the student in writing prior to the conceptualization process, the lack of the necessary metaphorical thinking ability. Therefore, this article is designed to improve students' conceptual fluency up to improve their English writing skills. Established conceptual metaphor theory based on Lakoff Johnson (1980), for non-English majors at the university level in China empirical study designed to examine the teaching of writing into the conceptual metaphor knowledge of English learners writing ability impact. Based on the investigation of the intrinsic link the metaphor mechanisms and the process of writing, the author puts forward the hypothesis: compared to traditional the word capacity based writing instruction into the concept of metaphor can enhance learners of English writing in college English writing teaching capacity. This study selected Zhengzhou University Shengda College non-English majors a grade two natural classes of 76 students as subjects, which is composed of 39 students in the experimental group and 37 students in the comparison group. The introduction of the introduction of the concept of metaphor knowledge in the teaching of writing of the subjects of the experimental group, to develop their sense of metaphor; the control group using traditional teaching of writing and knowledge of the introduction of the concept of metaphor. After two and a half months of the experiment, the subjects by the contrast between the two groups group writing test scores, testing the assumptions presented in this study, valid data ultimately collected 34 subjects of the experimental group and 34 control group subjects use SPSS software version 13.0 T-test for independent samples and paired samples T-test, and conducted interviews with randomly selected six students in the experimental group. The study found the post-test results of the experimental group compared to significantly improve the pretest, and the breakdown of scores in writing the total score (p = 0.049) and its contents (p = 0.003), organization (p = 0.011) and the comparison group there are significant differences, but in the form of language (p = 0.956) on the two sets of scores were no significant differences. thus draw the following conclusions: 1) compared to the traditional teaching of writing based on word capabilities, based on a conceptual metaphor writing teaching learning significant improvements in the content and organization of the English writing on. 2) improve on in the form of language, based on the conceptual metaphor of writing teaching and traditional teaching of writing no significant difference. Finally, based on the findings, the China teaching English writing made some suggestions, and also pointed out the lack of research and recommendations for future research.

A Study of the Role of Conceptual Metaphor-based Writing Instruction in Enhancing Chinese Efl Learners’ English Writing Ability

Abstract

Related Dissertations