| Based on the Dual Coding Theory,the current study is to explore the effects of the form of dual coding through a multimedia teaching method and the effects of the form of common coding through the traditional teaching method on Chinese English-learners' comprehension of metaphorical usages of verbs respectively.10 manner-of-movement verbs and 10 non-manner-of-movement verbs are selected as target verbs,and they are Type 1 verbs and Type 2 verbs respectively.80 juniors majoring in English are divided into experimental and control group randomly.Results show that 1)the form of dual coding through a multimedia method could better promote participants' retention of literal senses of both Type 1 and Type 2 verbs.With respect to Type 1 and Type 2 verbs,the form of dual coding via a multimedia method is of greater and better effects on participants' retention of literal senses of Type 1 verbs compared with Type 2 verbs;2)the form of dual coding through a multimedia method could better promote participants' comprehension of metaphorical usages of both Type 1 and Type 2 verbs,and similarly,the form of dual coding through a multimedia method is of better effectiveness on participants' comprehension of metaphorical usages of Type 1 verbs compared with Type 2 verbs.What's more,repeated measures analysis of variance shows that the variable Form of Coding(F(1,78)=18.68,p=0.00)has main effect on participants' comprehension of metaphorical usages of target verbs while the variable Verb Type(F(1,78)=1.41,p=0.24)has not.And the interaction between Form of Coding and Verb Type is not significant(F(1,78)=2.04,p=0.16).This means different Forms of Coding via different teaching methods have different effects on participants' comprehension of metaphorical usages of verbs while Verb Type does not,and the effects of Verb Type and the effects of Form of Coding on participants' comprehension of metaphorical usages of target verbs are not influenced by each other;3)the form of common coding does not cause any significant difference on participants' retention of literal senses of Type 1 verbs and Type 2 verbs,and does not pose any difference on participants' comprehension of metaphorical usages of Type 1 verbs and Type 2 verbs.The research suggests that compared with the form of common coding,the form of dual coding can better promote participants' comprehension of metaphorical usages of verbs.The better retention of literal senses of verbs via the form of dual coding can be of greater effectiveness to promote participants' comprehension of metaphorical usages of verbs.In addition,the form of dual coding can better promote participants' comprehension of metaphorical usages of Type 1 verbs compared with that of Type 2 verbs while the form of common coding cannot pose any difference on participants' comprehension of metaphorical usages of Type 1 and Type 2 verbs.The aim of the current research is to explore the effective teaching method of promoting learners' better comprehension of metaphorical usages of verbs to lighten the load of learners and improve the quality of English teaching and learning. |
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