不同编码方式对英语学习者的动词隐喻理解效应

doi:10.3969/j.issn.1674-8921.2019.04.004

摘要/Abstract

摘要： 本文研究了双重编码呈现方式和普通编码呈现方式对中国英语学生理解动词隐喻的影响。十个运动方式类动词(类型1动词)和十个非运动方式类动词(类型2动词)作为目标词编入E-prime实验程序,80名英语专业大三学生随机编入实验组和对照组参加隐喻记忆与理解实验。实验结果表明:双重编码呈现方式比普通编码呈现方式能更好地促进被试对类型1动词和类型2动词隐喻的理解,在双重编码呈现方式下,被试对类型1动词隐喻的理解优于对类型2动词隐喻的理解。我们从认知神经科学角度分析了上述结果,即视觉想象力和隐喻想象力之间存在某种关系,相对于单纯的言语记忆和理解,视觉想象力对促进语义记忆更为有效,记忆和理解句子时激发的运动意象促进了对动词隐喻的理解。

关键词: 双重编码, 普通编码, 运动意象, 动词隐喻

中图分类号:

H319

卢植, 庞莉. 不同编码方式对英语学习者的动词隐喻理解效应[J]. 当代外语研究, 2019, 19(04): 48-57.

LU Zhi, PANG Li. An Experimental Study of the Effect of Coding Approaches on Chinese English Learners' Comprehension of Predicative Metaphor[J]. Contemporary Foreign Languages Studies, 2019, 19(04): 48-57.

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