基于原型范畴理论的教学方法在高中英语多义词习得中的效果研究
发布时间：2022-02-14 19:48
作为常见的语言现象,多义词是英语词汇的重要部分,也是英语学习的重难点。原型范畴理论对多义词的研究认为多义词的所有义项中通常存在一个原型义,其他边缘义以原型义为基础通过认知理据衍生而来,所有义项构成以原型义为核心的语义范畴。理论上,原型范畴理论能够为英语多义词的习得提供更加高效的指导。本研究旨在以高中英语学习者为研究对象,主要回答以下问题:1)对照传统教学法,原型范畴理论指导的教学法对高中英语多义词习得效果是否有影响?2)从多义词的理解性知识和产出性知识两方面分析具体有何影响?3)造成这种多义词习得效果差异的原因是什么?本研究以对照实验的形式对浙江省杭州市某高中水平相当的两个班级进行了为期两个月的教学试验。对实验班49人采用原型范畴理论指导下的多义词教学法,对对照班48人采用传统多义词教学法。实验后对学生进行及时后测,一个月后进行延时后测。后测结束后对两个班的随机8名学生进行进一步访谈。对所有实验数据进行收集处理后,利用SPSS 24.0统计分析。结合定性与定量研究分析,可得出如下结论:1)与传统教学法相比,原型范畴理论指导下的多义词教学对高中生的多义词习得具有积极的促进作用。2)首先,...
【文章来源】：南京师范大学江苏省211工程院校
【文章页数】：85 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Background
1.2 Purpose and significance
1.3 Layout of the thesis
Chapter Two Literature Review
2.1 Definitions of polysemy
2.2 Classifications of polysemy
2.3 Different approaches to polysemy study
2.3.1 Traditional approaches to polysemy study
2.3.2 Cognitive approaches to polysemy study
2.4 Empirical studies of polysemy acquisition abroad and at home
2.4.1 Empirical studies of polysemy acquisition abroad
2.4.2 Empirical studies of polysemy acquisition at home
2.5 Summary
Chapter Three Theoretical foundations
3.1 The Prototype Theory
3.2 Cognitive motivation for meaning extension
3.2.1 Conceptual Metaphor
3.2.2 Conceptual Metonymy
3.3 Extension patterns of polysemy
3.4 Summary
Chapter Four Research Methodology
4.1 Research questions
4.2 Participants
4.3 Data collection
4.3.1 Research instruments
4.3.1.1 Target words
4.3.1.2 Immediate post-tests
4.3.1.3 Delayed post-tests
4.3.1.4 The interview
4.3.2 Procedures
4.3.2.1 The pilot test
4.3.2.2 Teaching experiment
4.3.2.3 Immediate post-tests
4.3.2.4 Delayed post-tests
4.3.2.5 The interview
4.4 Methods for data analysis
Chapter Five Results and Discussion
5.1 The overall effects of the Prototype Theory-based teaching method on students’acquisition of the target polysemy
5.2 Students’acquisition of the target polysemy in terms of receptive knowledge and productive knowledge
5.3 Reasons of the effects of the Prototype Theory-based teaching method o n students’acquisition of the target polysemy
Chapter Six Conclusion
6.1 Major findings
6.2 Pedagogical implications
6.3 Limitations
6.4 Suggestions for future studies
Bibliography
Appendix Ⅰ Teaching examples
Appendix Ⅱ The immediate post-tests
Appendix Ⅲ The delayed post-tests
Appendix Ⅳ The interview outline
Acknowledgements
【参考文献】：
期刊论文
[1]英语教学中隐喻能力和转喻能力的培养:方法与案例呈现[J]. 潘艳艳,孙凤兰. 当代外语研究. 2017(02)
[2]基于词汇概念和认知模型理论的多义词习得研究[J]. 滕敏,朱哲. 外语界. 2015(04)
[3]中国学习者英语多义词语义知识的使用和发展[J]. 苗丽霞. 现代外语. 2015(02)
[4]浅议“词汇水平测试”（VLT）和“词汇知识量表”（VKS）在国内二语词汇习得实证研究中的应用[J]. 赵蔚. 外语测试与教学. 2014(01)
[5]隐喻意识培养与大学英语词汇教学[J]. 陈海燕,汪立荣. 解放军外国语学院学报. 2013(03)
[6]大学生多义词词义知识发展考察[J]. 苗丽霞,王文斌. 外语界. 2010(05)
[7]原型范畴理论应用于课堂一词多义教学的实验研究[J]. 曹巧珍. 山东外语教学. 2010(02)
[8]认知语言学角度的英语空间介词习得研究[J]. 李佳,蔡金亭. 现代外语. 2008(02)
[9]关注词汇的核心义项——多义词习得的有效途径[J]. 赵群,罗炜东. 外语教学. 2005(06)
[10]一词多义现象的历时和认知解析[J]. 林正军,杨忠. 外语教学与研究. 2005(05)
本文编号：3625164
【文章来源】：南京师范大学江苏省211工程院校
【文章页数】：85 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Background
1.2 Purpose and significance
1.3 Layout of the thesis
Chapter Two Literature Review
2.1 Definitions of polysemy
2.2 Classifications of polysemy
2.3 Different approaches to polysemy study
2.3.1 Traditional approaches to polysemy study
2.3.2 Cognitive approaches to polysemy study
2.4 Empirical studies of polysemy acquisition abroad and at home
2.4.1 Empirical studies of polysemy acquisition abroad
2.4.2 Empirical studies of polysemy acquisition at home
2.5 Summary
Chapter Three Theoretical foundations
3.1 The Prototype Theory
3.2 Cognitive motivation for meaning extension
3.2.1 Conceptual Metaphor
3.2.2 Conceptual Metonymy
3.3 Extension patterns of polysemy
3.4 Summary
Chapter Four Research Methodology
4.1 Research questions
4.2 Participants
4.3 Data collection
4.3.1 Research instruments
4.3.1.1 Target words
4.3.1.2 Immediate post-tests
4.3.1.3 Delayed post-tests
4.3.1.4 The interview
4.3.2 Procedures
4.3.2.1 The pilot test
4.3.2.2 Teaching experiment
4.3.2.3 Immediate post-tests
4.3.2.4 Delayed post-tests
4.3.2.5 The interview
4.4 Methods for data analysis
Chapter Five Results and Discussion
5.1 The overall effects of the Prototype Theory-based teaching method on students’acquisition of the target polysemy
5.2 Students’acquisition of the target polysemy in terms of receptive knowledge and productive knowledge
5.3 Reasons of the effects of the Prototype Theory-based teaching method o n students’acquisition of the target polysemy
Chapter Six Conclusion
6.1 Major findings
6.2 Pedagogical implications
6.3 Limitations
6.4 Suggestions for future studies
Bibliography
Appendix Ⅰ Teaching examples
Appendix Ⅱ The immediate post-tests
Appendix Ⅲ The delayed post-tests
Appendix Ⅳ The interview outline
Acknowledgements
【参考文献】：
期刊论文
[1]英语教学中隐喻能力和转喻能力的培养:方法与案例呈现[J]. 潘艳艳,孙凤兰. 当代外语研究. 2017(02)
[2]基于词汇概念和认知模型理论的多义词习得研究[J]. 滕敏,朱哲. 外语界. 2015(04)
[3]中国学习者英语多义词语义知识的使用和发展[J]. 苗丽霞. 现代外语. 2015(02)
[4]浅议“词汇水平测试”（VLT）和“词汇知识量表”（VKS）在国内二语词汇习得实证研究中的应用[J]. 赵蔚. 外语测试与教学. 2014(01)
[5]隐喻意识培养与大学英语词汇教学[J]. 陈海燕,汪立荣. 解放军外国语学院学报. 2013(03)
[6]大学生多义词词义知识发展考察[J]. 苗丽霞,王文斌. 外语界. 2010(05)
[7]原型范畴理论应用于课堂一词多义教学的实验研究[J]. 曹巧珍. 山东外语教学. 2010(02)
[8]认知语言学角度的英语空间介词习得研究[J]. 李佳,蔡金亭. 现代外语. 2008(02)
[9]关注词汇的核心义项——多义词习得的有效途径[J]. 赵群,罗炜东. 外语教学. 2005(06)
[10]一词多义现象的历时和认知解析[J]. 林正军,杨忠. 外语教学与研究. 2005(05)
本文编号：3625164
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