辐射式范畴在二语词汇教学中的应用研究
发布时间：2018-11-13 12:10
【摘要】：本文以认知语言学中的辐射式范畴理论为基础,以中文为母语的英语二语习得者为研究对象,把注意力转向语言教室,探索将辐射式范畴应用于二语词汇教学,与传统词汇教学方法相比,是否更能促进二语学习者对二语词汇的学习。为了减少教学实验的变化因素和确保教学实验更加有效,由笔者一人担任词汇教学老师,进行词汇教学实验,对实验班采取辐射式范畴词汇教学方法进行教学,基本意义处于辐射式范畴的中心,抽象意义处于辐射式范畴的边缘,在讲单词时根据辐射式范畴教学方法,先讲解单词的基本意义,然后讲解由基本意义辐射出的抽象意义,激发学生的发散式思维。对控制班采取传统词汇教学方法进行教学,在讲单词意义时结合例子进行讲解。实验班和控制班的词汇教学各用了四节课,一节课讲20个单词,教学时间持续了一个月。为期一个月的教学实验结束后,笔者设计了三份试卷分别来测试学生的词汇记忆能力,词汇联想能力,和词汇应用能力。测试完成后用SPSS进行词汇记忆能力的第一个后测,看实验班和控制班的二语学习者的词汇记忆能力是否有显著差别。接着对四组词分别进行词汇记忆能力的回溯后测,看实验班和控制班对这四组词分别的词汇记忆能力是否有显著差别。接着用SPSS进行词汇联想能力的第二个后测,看实验班和控制班的二语学习者的词汇联想能力是否有显著差别。第三,用SPSS进行词汇应用能力的第三个后测,看实验班和控制班的二语学习者的词汇应用能力是否有显著差别。为了进一步证明辐射式范畴词汇教学方法的有效性,实验班的二语学习者在没有老师讲解的情况下也能用辐射式范畴方法有效地习得词汇,在上述测试完两周之后,笔者设计了三份试卷分别用来测试学生的词汇记忆能力,词汇联想能力,和词汇应用能力,测试完成后用SPSS分别进行词汇记忆能力,词汇联想能力,和词汇应用能力的三个延时后测,看实验班和控制班的二语学习者的词汇记忆能力,词汇联想能力,和词汇应用能力是否有显著差别。最后,根据后测结果说明将辐射式范畴应用于二语词汇教学,与传统词汇教学方法相比,更能促进二语学习者对二语词汇的学习,二语学习者的词汇记忆能力,词汇联想能力,和词汇应用能力提高。辐射式范畴词汇教学方式为二语教师提供了指导,以后二语词汇教学可以采取辐射式范畴从中心到边缘的图式激发二语学习者的发散性思维来提高二语词汇教学效率,改善二语词汇教学现状,辐射式范畴词汇教学方法是在未来的教学改革中可以尝试的一种好的教学方法。
[Abstract]:Based on the theory of radiative category in cognitive linguistics and Chinese native language learners, this paper focuses on the language classroom and explores the application of radiative categories to the teaching of second language vocabulary. Compared with the traditional vocabulary teaching method, it can promote the second language learners to learn the second language vocabulary. In order to reduce the changing factors of teaching experiment and ensure that teaching experiment is more effective, the author is the teacher of vocabulary teaching, carries on the vocabulary teaching experiment, and carries on the teaching to the experimental class with the radiation type category vocabulary teaching method. The basic meaning is at the center of the radiation category, and the abstract meaning is on the edge of the radiation category. According to the teaching method of the radiation category, the basic meaning of the word is explained first, and then the abstract meaning radiated from the basic meaning is explained. Stimulate students' divergent thinking. The traditional vocabulary teaching method is adopted in the control class, and the example is used to explain the meaning of the word. The experimental class and the control class each used four classes, a class of 20 words, the teaching time lasted one month. After a one-month teaching experiment, the author designed three test papers to test students' ability of vocabulary memory, association and application of vocabulary. After the completion of the test, the first post-test of vocabulary memory ability was conducted with SPSS to see if there were significant differences in vocabulary memory ability between the experimental class and the control class. Then the four groups of words were retroactively tested to see whether there were significant differences between the experimental class and the control class. Then the second posttest of vocabulary association ability was conducted with SPSS to see if there were significant differences in the second language association ability between the experimental class and the control class. Thirdly, the third post test of vocabulary application ability is conducted with SPSS to see if there are significant differences in vocabulary application ability between the experimental class and the control class. In order to further prove the effectiveness of the radiative vocabulary teaching method, the L2 learners in the experimental class were able to acquire vocabulary effectively without the teacher's explanation. Two weeks after the above test, the L2 learners were able to acquire vocabulary effectively. The author designed three test papers to test students' vocabulary memory ability, vocabulary association ability, and vocabulary application ability. After the test, SPSS was used to carry out vocabulary memory ability and vocabulary association ability respectively. And three delayed posttests of vocabulary application ability to see if there are significant differences in vocabulary memory ability, vocabulary association ability, and vocabulary application ability between the experimental class and the control class. Finally, according to the post-test results, the application of radiative category in L2 vocabulary teaching can promote L2 learners' learning of L2 vocabulary, second language learners' vocabulary memory ability and vocabulary association ability, compared with traditional vocabulary teaching methods. And improve the ability of vocabulary application. Radiative category vocabulary teaching provides guidance for L2 teachers. In the future, L2 vocabulary teaching can improve the efficiency of L2 vocabulary teaching by stimulating the divergent thinking of L2 learners by using schemata from the center to the edge of the L2 vocabulary teaching. To improve the present situation of second language vocabulary teaching, the radiant category vocabulary teaching method is a good teaching method which can be tried in the future teaching reform.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2329064
[Abstract]:Based on the theory of radiative category in cognitive linguistics and Chinese native language learners, this paper focuses on the language classroom and explores the application of radiative categories to the teaching of second language vocabulary. Compared with the traditional vocabulary teaching method, it can promote the second language learners to learn the second language vocabulary. In order to reduce the changing factors of teaching experiment and ensure that teaching experiment is more effective, the author is the teacher of vocabulary teaching, carries on the vocabulary teaching experiment, and carries on the teaching to the experimental class with the radiation type category vocabulary teaching method. The basic meaning is at the center of the radiation category, and the abstract meaning is on the edge of the radiation category. According to the teaching method of the radiation category, the basic meaning of the word is explained first, and then the abstract meaning radiated from the basic meaning is explained. Stimulate students' divergent thinking. The traditional vocabulary teaching method is adopted in the control class, and the example is used to explain the meaning of the word. The experimental class and the control class each used four classes, a class of 20 words, the teaching time lasted one month. After a one-month teaching experiment, the author designed three test papers to test students' ability of vocabulary memory, association and application of vocabulary. After the completion of the test, the first post-test of vocabulary memory ability was conducted with SPSS to see if there were significant differences in vocabulary memory ability between the experimental class and the control class. Then the four groups of words were retroactively tested to see whether there were significant differences between the experimental class and the control class. Then the second posttest of vocabulary association ability was conducted with SPSS to see if there were significant differences in the second language association ability between the experimental class and the control class. Thirdly, the third post test of vocabulary application ability is conducted with SPSS to see if there are significant differences in vocabulary application ability between the experimental class and the control class. In order to further prove the effectiveness of the radiative vocabulary teaching method, the L2 learners in the experimental class were able to acquire vocabulary effectively without the teacher's explanation. Two weeks after the above test, the L2 learners were able to acquire vocabulary effectively. The author designed three test papers to test students' vocabulary memory ability, vocabulary association ability, and vocabulary application ability. After the test, SPSS was used to carry out vocabulary memory ability and vocabulary association ability respectively. And three delayed posttests of vocabulary application ability to see if there are significant differences in vocabulary memory ability, vocabulary association ability, and vocabulary application ability between the experimental class and the control class. Finally, according to the post-test results, the application of radiative category in L2 vocabulary teaching can promote L2 learners' learning of L2 vocabulary, second language learners' vocabulary memory ability and vocabulary association ability, compared with traditional vocabulary teaching methods. And improve the ability of vocabulary application. Radiative category vocabulary teaching provides guidance for L2 teachers. In the future, L2 vocabulary teaching can improve the efficiency of L2 vocabulary teaching by stimulating the divergent thinking of L2 learners by using schemata from the center to the edge of the L2 vocabulary teaching. To improve the present situation of second language vocabulary teaching, the radiant category vocabulary teaching method is a good teaching method which can be tried in the future teaching reform.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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