基于语用充实理论的多义词教学的实证研究

发布时间：2018-04-29 02:12

本文选题：词汇语用学 + 语用充实　；参考：《长安大学》2017年硕士论文

【摘要】：一词多义(polysemy)是英语词汇的一大特色。英语中纯粹的单义词很少,绝大多数词都是多义词。多义词因其多义性、指向的不确定性等会出现歧义、模糊等现象。在大学英语词汇教学中,教师如何引导学生掌握多义词的多个义项以及从中选择出合适的义项灵活地在线理解词汇含义一直是英语教学所面临的困境。本文在语用充实理论研究的基础上,从多义词的义项讲解和练习设计改进了多义词的教学方法,并应用于一次教学实验研究。实验研究的主要目的是检验语用充实理论指导下的多义词教学是否能够提高学生对多义词的多个义项的记忆和运用能力。笔者对西安某高校本科一年级非英语专业的两个基础相当的平行班的81名学生进行了为期7周的教学实验。教学实验在常规英语课堂内进行,实验班和控制班的任课教师为同一人。任课教师对实验班采取语用充实理论指导下的教学方法组织教学活动,对控制班用传统的词汇教学方法进行教学。实验结束后,对两个班进行多义词测试,并用SPSS统计软件对测试成绩进行统计分析。实验结果表明,语用充实理论指导下的多义词教学能有效提高学生的多义词的多个义项的记忆,但在运用能力的提升上面不明显。针对实验结果,分析了背后可能存在的原因以及本研究的不足之处,并对未来研究提出了建议。本文所提出的语用充实理论指导下的多义词教学有助于激发学生对所学词汇进行深度加工,帮助他们搭建语义网络体系,提高记忆效率,同时可引导学生深刻体会语境对多义词的理解和选择的作用,从而树立正确的语言习得观。
[Abstract]:Polysemy is a feature of English vocabulary. There are few pure mononyms in English, most of which are polysemous words. Polysemy is ambiguous and ambiguous because of its polysemy and uncertainty of direction. In college English vocabulary teaching, how to guide students to master multiple meanings of polysemous words and how to choose appropriate meanings to understand vocabulary meaning flexibly and online has always been a dilemma in English teaching. Based on the study of pragmatic enrichment theory, this paper improves the teaching method of polysemous words from the meaning explanation and practice design of polysemous words, and applies it to a teaching experiment. The main purpose of the experiment is to test whether the teaching of polysemous words under the guidance of pragmatic enrichment theory can improve the students' ability to remember and use multiple meanings of polysemous words. The author conducted a 7-week teaching experiment on 81 students in two basic parallel classes of non-English majors in the first year of a university in Xi'an. The teaching experiment is conducted in the regular English classroom. The teachers in the experimental class and the control class are the same. Under the guidance of pragmatic enrichment theory, teachers organize teaching activities in the experimental class, and teach the control class with the traditional vocabulary teaching method. At the end of the experiment, polysemous words were tested in two classes, and the test results were statistically analyzed with SPSS software. The experimental results show that the teaching of polysemous words under the guidance of pragmatic enrichment theory can effectively improve students' memory of multiple meanings of polysemous words, but it is not obvious in improving their ability to use polysemous words. Based on the experimental results, the possible reasons behind the research and the shortcomings of this study are analyzed, and suggestions for future research are put forward. The teaching of polysemous words under the guidance of pragmatic enrichment theory proposed in this paper is helpful to stimulate students to further process the words they have learned, to help them set up a semantic network system and to improve their memory efficiency. At the same time, it can guide the students to understand and choose polysemous words deeply, so as to set up a correct view of language acquisition.
【学位授予单位】：长安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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