基于原型范畴理论的高中英语多义词教学研究

发布时间：2018-05-03 13:40

本文选题：原型范畴理论 + 多义词　；参考：《延安大学》2015年硕士论文

【摘要】：一词多义是语言发展的必然结果,是人类用较少的认知努力换取较多的认知需求的有力工具。如果说词汇能力是衡量二语学习者语言能力的主要标尺,那么一词多义的网络化程度便是词汇能力的一个重要维度。可见,多义词习得对语言能力产生一定的影响作用,多义词教学的重要地位不言而喻。现今英语多义词教学主要存在两方面弊端:一是片面追求词汇量的扩充,忽视了对词义的深度习得;二是受结构主义思想的影响,认为词与所指意义之间的关系是二维的、任意的,学生采取的枯燥机械的记忆方式因缺少大脑对信息的“深加工”过程而不利于对语义系统的长时习得。这种费时低效的教学方式在高中阶段学习内容渐繁、学习难度渐增、学习压力渐大的情形下,其弊端性日益凸显。认知语言学的发展,使对一词多义的探究突破结构主义的樊篱,开始从语言的外部世界,即从人类这一语言活动的主体在客观世界的活动角度得以诠释。依据认知语言学的基础——原型范畴理论,在多义词的所有意义中通常存在一个原型意义,其他边缘意义以原型意义为基础通过隐喻、转喻等人类认知手段衍生得来,各意义因家族相似性而联系,构成以原型意义为核心的多义词语义范畴。该理论从认知角度对多义性的解释为习得多义词提供较为经济的手段,为多义词教学带来有益启示。虽然当前原型范畴理论与二语习得中多义词教学领域的界面研究并不少见,但大多集中于理论性探讨或是以大学生为受试的实验研究。据此,本研究以高中生为实验对象,对其多义词习得现状进行调查研究,并基于原型范畴理论对高中阶段的多义词教学进行实验研究,力图验证原型范畴理论对高中生英语多义词习得能力的影响作用。来自孝感高级中学高一年级两个平行班的100名学生参与了此次研究,两个班随机分为实验班与控制班。研究分为两个阶段。第一阶段在实验开展前进行,通过问卷调查与词汇测试两个维度了解高中生的多义词习得状况;第二阶段为历时两个月的教学实验,在实验班实施以原型范畴理论为指导的多义词教学范式,控制班接受传统的词汇教学模式,最终以多义词测试的形式考察两个班的多义词习得情况。实验统计结果显示:学生的词汇能力较强,但多义词习得能力不佳;学生在接受传统词汇教学方法之后,多义词习得能力有一定程度的提高;在接受基于原型范畴理论的高中英语多义词教学方法之后,多义词习得能力有显著提高;与传统的词汇教学法相比,原型范畴理论指导下的多义词教学更能助力高中生的多义词习得。有鉴于此,建议在高中多义词教学中,教师应优先讲解原型意义,借力隐喻、转喻等认知工具阐释词项联系,构建语义网络,激活认知思维。此外,不放弃传统的“情境记忆法”,结合语境知识对词义进行深加工,加强记忆以,复现语言知识,鼓励英语释义,避免汉语翻译。
[Abstract]:Polysemy is the inevitable result of language development. It is a powerful tool for people to use less cognitive efforts to change more cognitive needs. If lexical competence is the main measure of the language ability of two language learners, the degree of polysemy is an important dimension of vocabulary ability. The importance of the teaching of polysemous words is self-evident. There are two main disadvantages in the teaching of polysemy nowadays: one is to pursue the expansion of vocabulary one sidedly and neglect the depth acquisition of the meaning of words; the two is influenced by the thought of structuralism, and the relationship between words and the meaning of the meaning is two-dimensional and arbitrary. As a result of the lack of the "deep processing" process of the brain to information, the students' boring mechanical memory is not conducive to the long time acquisition of the semantic system. This time-consuming and inefficient teaching method is becoming increasingly complicated in the high school stage, the learning difficulty is increasing, and the learning pressure is increasing. The cognitive linguistics has become increasingly prominent. The development has made the exploration of polysemy break through the barriers of structuralism and begin to interpret from the external world of language, that is, from the perspective of the activities of human beings in the objective world. Based on the basis of cognitive linguistics, the prototype category theory, there is usually a prototype meaning in all the meanings of polysemy, and the other is the other. The marginal meaning is derived from the human cognitive means such as metonymy and metonymy based on the prototype meaning. The meanings of each meaning are linked by family similarity and form the semantic category of polysemous words with the core of the archetypal meaning. The theory from the cognitive perspective provides the more economical means for the acquisition of polysemy by the interpretation of the polysemy. Although the current prototype category theory and the interface research in the field of Polysemy Teaching in two language acquisition are not uncommon, most of them focus on the theoretical discussion or the experimental study of college students. Based on this, this research takes high school students as the experimental object to investigate the status of their polysemy acquisition, and based on the prototype category theory. On the experimental study of Polysemy Teaching in high school, we try to verify the effect of prototype category theory on the learning ability of high school students' English Polysemous Words. 100 students from two parallel classes in the first grade of high school in Xiaogan high school participated in the study. The two classes were randomly divided into experimental classes and control classes. The study was divided into two stages. The first stage is carried out before the experiment, through the two dimensions of questionnaire survey and vocabulary test to understand the situation of high school students' polysemy acquisition; the second stage is the teaching experiment of two months, the experimental class implements the Polysemy Teaching Paradigm guided by the prototype category theory, the control class accepts the traditional vocabulary teaching mode, and finally the polysemous words are polysemous. The experimental statistics show that the students' vocabulary ability is strong, but the acquisition ability of polysemous words is not good. After accepting the traditional vocabulary teaching methods, the students' ability to acquire polysemous words is improved to a certain extent. In the teaching of high school English Polysemous Words Based on the theory of prototype category, the students accept the teaching method of English Polysemy in the two classes. After the law, the acquisition ability of polysemous words has been improved significantly. Compared with the traditional vocabulary teaching method, the Polysemy Teaching under the guidance of the prototype category theory can help high school students' polysemous words. In addition, we do not give up the traditional "situational memory" method, combine the context knowledge to process the meaning of the word deeply, strengthen the memory, reappear the language knowledge, encourage the English interpretation, and avoid the Chinese translation.

【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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