CAJ | 학술논문

近年来，以Forceville为代表的国外学者把原本仅限制于纯语言学领域的概念隐喻研究拓展到跨学科的多模态研究领域，并提出了多模态隐喻理论，受到各个研究领域学者的普遍关注。本研究在多模态话语课件的辅助下将隐喻理论引入大学英语词汇教学，并结合教学实验法和问卷调查法，旨在探讨大学生对多模态隐喻教学模式在大学词汇教学应用的适应性。通过协调多种模态，从多种视角来增强学生对隐喻的识别和理解，从而提高学生学习词汇的效率。
근년래，이Forceville위대표적국외학자파원본부한제우순어언학영역적개념은유연구탁전도과학과적다모태연구영역，병제출료다모태은유이론，수도각개연구영역학자적보편관주。본연구재다모태화어과건적보조하장은유이론인입대학영어사회교학，병결합교학실험법화문권조사법，지재탐토대학생대다모태은유교학모식재대학사회교학응용적괄응성。통과협조다충모태，종다충시각래증강학생대은유적식별화리해，종이제고학생학습사회적효솔。
Recently, European and American scholars such as Forceville, have expanded the study of conceptual metaphor which used to be only limited in pure linguistics field to multimodal study platform, and later multimodal metaphor theory was put forward, which arouses more and more scholars＇ attention. This study integrates the multimodality theory-oriented courseware with metaphor theory in the college English vocabulary teaching, aiming at exploring university students＇ adaptability towards English vocabulary teaching based on multimodal metaphor teaching mode. With the application of experimental teaching method and questionnaires, this study tries to strengthen students＇ understanding of metaphor and improves students＇ vocabulary learning efficiency by coordinating multimodality.