英語學(xué)習(xí)者對(duì)英語成語理解的方法研究——在對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)本科非英語專業(yè)三年級(jí)學(xué)生中做的一項(xiàng)研究.pdf

1、對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)碩士學(xué)位論文英語學(xué)習(xí)者對(duì)英語成語理解的方法研究——在對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)本科非英語專業(yè)三年級(jí)學(xué)生中做的一項(xiàng)研究姓名：田莎申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：外國語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師：陳蘇東2003.4.1ABSTRACTThepurposeofthisstudyistoinvestigatewhetherornotidiomsc819_betransferredDoL1ChineselearnersofL2Englishuseth

2、eknowledgeoftheirL1tohelpthecomprehensionofL2idiomsWhatkindsofstrategiesdotheyemployintheprocessofcomprehendingThirtyEnglishidiomsarechosenfromdiclionarya刀dareputintothreegroups：idezTticalmetaphoriNomsgroup，similarmetaph

3、oridiomsgroupanddifferentmetaphoridiomsgroupThirVyfour1]on—EnglishmajorsoftheirthirdyearinlbTBEparticipatedinthetask，wh貧etheyweYeaskedtogive(1)aliteraltranslationtotheL2(English)idioms；(2)explanationofthemeaningsoftheL2(

4、English)idiomsinL1(Chinese)；(3)L1(Chinese)equivalentsTheresultshowedthatwiththehelpoftheL1，idiomsingrouponeweftbebestcomprehended；thestudentsmanagedtounderstandtheidiomsinthesecondgroupdespiteslightdifferencesandidiomsin

5、groupthreewerethemostdifficulttodecipherSixteenstudentsOtltofthetotaloftNrtyfoarvolunteeredtotakepartinthethinkaloudtestwheretheyneed幻verbalizetheirprocessofcomprehendingfifteenL2idiomsandthecomprehensianstrategieswereex

6、aminatedandresultsshowwhencomprehendingidioms，literaltranslationisthemostfrequentlyusedstrategy(27％ofthetime)，followedbysearchingforanexactoi“similarmatch(21％ofthetime)，uSingbackgrotmdknowledge(19％ofthetime)，consultinggl

7、ossary(17％ofthe咖0，metaphorsearch(11％ofthetime)andparaphrasing(5％ofthetime)Theresultsofthepresentstudymatchthehypotheses，whichbelieve(1)idiomstailbetransferred；(2)daringthecomprehensionoftheL2idioms，subjectswilltunltoChin