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Teaching culture as metaphor to adult learners in English as a foreign language curriculum.

机译：以英语作为外语课程，向成年学习者传授文化作为隐喻。

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摘要

This dissertation examines the use of cultural metaphors as tools in understanding American culture and enhancing English Acquisition among adult learners. It is based on the new approach to cognitive linguistics that metaphors are cognitive instruments that are used to organize linguistic categories and that these categories differ from one culture to another. The purpose of this study is to investigate the benefits of teaching culture through metaphor in the foreign language classroom, focusing on students engaged in English as a foreign language (EFL) curriculum in Taiwan.; This study was primarily quantitative with a qualitative component, a mixed-method approach. This involved quasi-experimental research combined with qualitative methods. The impact of the Communicative Language Teaching with Cultural Metaphor Plan (CLTCMP), a cultural teaching style, has on facilitating the English as a Foreign Language (EFL) students' English reading comprehension and their understanding of American culture was measured through the use of standardized tests. To analyze the quantitative data, the statistical analysis software, Standard Statistical Package for the Social Sciences (SPSS ) for Windows version 14.0, ANCOVA, Pearson Correlation and Point Biserial Correlation were utilized. In order to obtain the EFL students' and teachers' perspectives and experiences regarding the cultural metaphor of teaching and learning in EFL curriculum, interviews were conducted with both the experimental group and EFL teachers. Qualitatively, the Constant Comparison Method was used to analyze instruction and follow-up focus group interviews with the participants, 23 out of 26 students in the experimental group and personal interviews with seven EFL teachers after the experimental project.; The statistical analysis indicated that the CLTCMP, the cultural metaphorical teaching method, affected the EFL students' English reading comprehension slightly, a significant difference between mean scores of the two groups, control M=65.72 and experimental M= 69.69. However, the statistical analysis indicated that the CLTCMP did greatly influence the participants' American cultural metaphor understanding, a significant difference between mean scores of the two groups, control M= 64.74 and experimental M= 93.04. Therefore, there were statistically significant differences between those trained in the CLTCMP method contrasted to those who were in more traditional classes.; Literal translations are impossible due to great disparities between languages, cultures, social histories, and other salient features of symbolic interaction. Possible implications for further research include the function or role of translation and interpretation in the second or foreign language acquisition and cross-cultural communication.
机译：本文探讨了文化隐喻作为理解美国文化和增强成人学习者英语习得的工具的使用。它基于认知语言学的新方法，隐喻是用于组织语言类别的认知工具，并且这些类别因一种文化而异。本研究的目的是通过在外语课堂中通过隐喻来研究文化教学的益处，重点是针对台湾从事英语作为外语（EFL）课程的学生。这项研究主要是定性的定量方法，一种混合​​方法。这涉及准实验研究与定性方法相结合。文化隐喻计划的交际语言教学（CLTCMP）是一种文化教学方式，它对促进英语作为外语（EFL）学生的英语阅读理解产生了影响，并且通过使用标准化来衡量他们对美国文化的理解测试。为了分析定量数据，使用了统计分析软件，用于Windows版本14.0的社会科学标准统计软件包（SPSS），ANCOVA，Pearson Correlation和Point Biserial Correlation。为了获得EFL学生和老师关于EFL课程中教学文化隐喻的观点和经验，对实验组和EFL教师进行了访谈。在定性上，使用“常数比较法”来分析与参与者，实验组26名学生中的23名学生的指导和后续焦点小组访谈，以及实验项目之后对7名EFL老师的个人访谈。统计分析表明，文化隐喻教学法CLTCMP对EFL学生的英语阅读理解有轻微的影响，两组的平均分分别为对照组M = 65.72和实验组M = 69.69。但是，统计分析表明，CLTCMP确实极大地影响了参与者对美国文化隐喻的理解，两组的平均分之间有显着差异，对照组M = 64.74，实验组M = 93.04。因此，与传统班级相比，接受CLTCMP方法培训的人员之间存在统计学上的显着差异。由于语言，文化，社会历史和符号交互的其他显着特征之间存在巨大差异，因此无法进行直译。进一步研究的潜在含义包括翻译和口译在第二语言或外语习得和跨文化交流中的功能或作用。

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  • 作者

    Lai, Jiin-Chyuan Mark.;

  • 作者单位

    University of Louisville.;

  • 授予单位 University of Louisville.;
  • 学科 Education Bilingual and Multicultural.; Education Adult and Continuing.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 284 p.
  • 总页数 284
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 成人教育、业余教育;
  • 关键词

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