Abstract
This thesis adopts Conceptual Blending Theory into intercategorial polysemy teaching in senior high school, so as to test the effectiveness of the new teaching method based on CBT. The findings of this thesis are demonstrated as follows. Firstly, after two months instruction, the mean score of posttest 1 in the EC is 10.93% higher than that of the CC and the value of Sig. is 0.017. It suggests compared with the traditional method, the new polysemy teaching approach based on CBT is effective in polysemy teaching. Secondly, two weeks later, the mean score of posttest 2 in the EC is 36.28% higher than that of the CC and the value of Sig. is 0.000. It supports the idea that the new polysemy teaching approach is more beneficial to students’ long-term retention. Thirdly, a month later, the mean score of posttest 3 in the EC is 6.29% higher than that of the CC and the value of Sig. is 0.030. It means that in comparison with the traditional method, the new polysemy teaching approach can improve students’ independent learning capability. Furthermore, the paired-sample test value of Sig. in the EC is 0.032 while the paired- sample test value of Sig. in the CC is 0.539. It gives evidence that the new polysemy teaching approach makes a big difference to the experimental class while the conventional teaching method doesn’t have the same effect on the control class.
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Duan, H., Wang, Q., Xia, L. (2019). A Study of Intercategorial Polysemy Teaching Based on Conceptual Blending Theory in Senior High Schools. In: Sun, G., Gan, J., Liu, S., Lang, F., Lu, Z. (eds) e-Learning, e-Education, and Online Training. eLEOT 2019. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 299. Springer, Cham. https://doi.org/10.1007/978-3-030-35095-6_41
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