原型范畴理论在高中英语词汇教学中的实证研究

发布时间：2018-03-25 16:06

本文选题：英语词汇教学　切入点：原型范畴理论　出处：《渤海大学》2015年硕士论文

【摘要】：词汇是英语学习的重要组成部分。词汇量的大小对于一个外语学习者的外语水平有着直接的影响。词汇学习逐渐被认为是高中生学习的最难的任务。因此,教师在教学中及时找到一套科学有效的英语词汇教学方法,以增加学生词汇量是势在必行的。因此本文将研究视角放在原型范畴理论在高中英语词汇教学中的应用上。原型范畴理论认为原型是词语所有义项中最好、最典型的义项,其他义项是围绕原型而构建的,它强调了中心义项与边缘义项的联系。基于认知语言学中的原型范畴理论,本论文在高中词汇教学中进行了实证研究。本论文提出了如下的问题:1.应用原型范畴理论的词汇教学是否能够提升学生的词汇能力?2.应用原型范畴理论的词汇教学能够提高学生的短时记忆还是延时记忆?3.应用原型范畴理论的词汇教学能激发学生的词汇学习兴趣吗?本论文以实证研究作为研究方法。在锦州第一高级中学高二年级选择了两个班级。一个班级为实验班,另一个班级为控制班。本实验进行十四周。在实验末期,根据对实验研究数据的分析,研究问题会得到结论。所有的数据都是通过实验得到并都会用spss11.5进行分析。两个班的学生都会回答问卷一。根据问卷一作者会了解到高中生英语词汇学习的现状。在实验班,教师用基于原型范畴理论的词汇教学法进行教学。同时,在控制班应用传统教学法。在第一节课后,立即对实验班和控制班学生进行即时测试。在第二周的第一节课,对实验班和控制班学生进行延时测试。在实验的最后一周,实验班和控制班学生完成后测。并且实验班学生完成问卷二,探究是否应用原型范畴理论的词汇教学会激发学生的词汇学习兴趣。根据实验的结果,首先,基于原型范畴理论下的教学可以提升学生的词汇水平。其次,在原型范畴理论指导下的教学对学生的短时记忆和长时记忆都有提高。最后,原型范畴理论在词汇教学中的应用能够激发学生学习英语词汇的兴趣。本文包括五章。第一章为介绍,包括研究背景,目的,重要性以及论文的概要。第二章为文献综述,包括对原型范畴理论国内外研究的介绍,以及相关的理论基础。第三章为研究方法,该章包括研究问题,研究对象和工具且呈现了研究的过程。第四章为论文的结果及数据分析,由搜集材料和分析数据结果组成。最后一章为结论,在该章作者总结了论文的主要结果,指出论文的局限性,并提出进一步的建议。
[Abstract]:Vocabulary is an important part of English learning. The size of vocabulary has a direct impact on the foreign language proficiency of a foreign language learner. Vocabulary learning is gradually regarded as the most difficult task for high school students. Teachers find a set of scientific and effective English vocabulary teaching methods in time. It is imperative to increase students' vocabulary. Therefore, this paper focuses on the application of prototype category theory in senior English vocabulary teaching. Prototype category theory holds that prototype is the best and most typical of all meanings of words. Other meanings are constructed around archetypes, which emphasize the connection between the central meaning and the marginal meaning, based on the prototype category theory in cognitive linguistics. This thesis has carried on the empirical research in the senior high school vocabulary teaching. This thesis has raised the following question: 1. Can the vocabulary teaching with the application of the prototype category theory enhance the students' vocabulary ability? 2. Vocabulary teaching based on prototype category theory can improve students' short-term memory or delayed memory. 3. Can vocabulary teaching based on prototype category theory stimulate students' interest in vocabulary learning? This thesis takes the empirical research as the research method. In the second grade of Jinzhou No. 1 Senior Middle School, two classes are selected. One class is the experimental class, the other is the control class. The experiment is carried out for 14 weeks. At the end of the experiment, Based on the analysis of experimental data, All the data were obtained through experiments and analyzed by spss11.5. Students from both classes would answer questionnaire I. according to the questionnaire, the author would find out the current situation of high school students' English vocabulary learning. In the experimental class, At the same time, the traditional teaching method was applied in the control class. Immediately after the first class, the students in the experimental class and the control class were tested immediately. In the first class of the second week, In the last week of the experiment, the students in the experimental class and the control class completed the post-test, and the students in the experimental class completed the second questionnaire. According to the results of the experiment, the teaching based on the prototype category theory can improve the students' vocabulary level. Under the guidance of prototype category theory, the teaching can improve the students' short-term memory and long-term memory. Finally, The application of prototype category theory in vocabulary teaching can stimulate students' interest in learning English vocabulary. This paper consists of five chapters. The first chapter is an introduction, including the background, purpose, importance and summary of the thesis. Chapter two is a literature review. Including the introduction of prototype category theory at home and abroad, as well as the relevant theoretical basis. Chapter three is the research methods, this chapter includes the research issues, The fourth chapter is the results of the paper and the data analysis, which consists of the collected materials and the analysis data results. The last chapter is the conclusion. In this chapter, the author summarizes the main results of the paper. The limitations of the paper are pointed out and further suggestions are put forward.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】