原型范畴理论指导的教学对高中生现在完成时学习的影响

发布时间：2018-03-10 09:31

本文选题：原型范畴理论　切入点：SER理论　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

【摘要】：作为一种重要的语法范畴,时态一度成为语言学家研究的重心。根据访谈和先前研究表明,英语的时态教学和学习所存在诸多问题的根源在于传统教学法的弊端、中国学生的认知背景及学生的认知能力。为了解决这些问题,本研究尝试从认知角度,即基于认知语言学中的原型范畴理论,探讨基于这一理论的英语现在完成时态的教学对学生学习的影响。此教学以原型范畴理论和SER理论为基础,其中前者用于链接现在完成时的各种用法,而后者用于解释各种用法。其旨在通过研究高中生英语时态学习过程中存在的问题,挖掘了其时态学习的认知机制,构建现在完成时态的典型及非典型意义的认知模型,以期提升高中生英语时态教学和学习效果。为了解决现在完成时教学和学习的现存问题,笔者设计出原型范畴理论指导下的教学。这个实证研究的主要目的是探讨原型范畴理论指导下的教学是否对高中生的现在完成时学习是否有影响。并从两个方面来探讨其具体影响,一个视角是从现在完成时的不同用法入手,另一个是从不同水平的高中生入手。因此,本研究主要回答以下两个研究问题:1)原型范畴理论指导的教学对高中生现在完成时学习的总体影响如何?2)原型范畴理论指导的教学对不同水平高中生(高、中、低)的现在完成时学习效果有何影响?本研究主要采用定量和定性相结合的方法。定性研究涉及与六个具有代表性的学生的访问。定量研究选取了高邮市第二中学的高一两个班,一百名学生作为教学实验的研究对象。根据检测,两个班的时态学习能力没有显著差异。实验班的51名学生用原型范畴理论指导的教学法进行现在完成时的语法教学,对比班的49学生采用常规教学。对所得数据运用SPSS软件进行了独立样本T检验。本研究的主要发现:根据《英语深度语法》总结出现在完成时的两个典型用法和两个非典型用法,并设计出各种用法的认知模式。此外,对于两个研究问题的回答如下:1)原型范畴理论指导的教学对现在完成时的典型用法的学习的影响没有显著差别,但对现在完成时的非典型用法体现显著差别;2)对于不同层次水平的高中生,原型范畴理论指导的教学对中等水平的学生有显著影响,但对低水平和高水平的学生影响不大。本研究的主要启示是:1)原型范畴理论指导的教学有助于现在完成时的学习;2)原型范畴理论指导的教学可以推动认知教学法的传播;3)基于原型范畴理论有利于拓宽和加深学生对现在完成时的理解。最后,本研究也存在一定的局限性。例如:研究样本少,没有涉及其它时态的各种用法,有限的研究时间等等,因此本研究有待进一步完善。
[Abstract]:As an important grammatical category of tense, once become the focus of linguists. According to interviews and previous studies showed that the root of the English tense teaching and learning problems lies in the disadvantages of traditional teaching methods, students' cognitive background and Chinese cognitive ability. In order to solve these problems, this study tries to cognition point of view, namely the prototype theory in cognitive linguistics based on the discussion of the influences of the theory of English present tense teaching on students' learning. Based on the teaching based on prototype category theory and SER theory as the foundation, the former is used to link various usage of the present perfect, which is used to explain all kinds of usage. It aims to exist the learning process through the study of senior high school students English tense problem in mining the cognitive mechanism of the tense study, construction of the present perfect typical and non typical. The cognitive model of righteousness, in order to enhance the high school students English tense teaching and learning effect. In order to solve the existing problems of present perfect teaching and learning, the author designs the prototype theory based teaching. The main purpose is to investigate the empirical study under the guidance of the prototype theory teaching whether there is influence on high school students now at the completion of learning. And from the two aspects to discuss the specific effects, a perspective is different from the usage of the present perfect, the other is from different levels of high school students. Therefore, this study is to answer the following two research questions: 1) how the prototype theory in the teaching of general effect learning of high school students now completed? 2) the prototype theory in the teaching of senior high school students of different levels (high, low) the presentperfect learning effect impact? This study mainly adopts quantitative The method of qualitative and qualitative research. Access deals with six representative students. Quantitative research has chosen the one or two classes of second middle school of Gaoyou City, one hundred students as the research object. According to the experimental teaching test, two classes of temporal learning ability has not significant difference. 51 students experiment class teaching grammar teaching method with the prototype theory, 49 class students compared conventional teaching. The independent samples T test was done on SPSS software. Using the data of this study are as follows: according to the depth of the English grammar > summed up in two typical usage and complete two typical usage, and designs a cognitive model of various uses. In addition, the two research questions are as follows: 1) the typical usage of the prototype theory in the teaching of the study There was no significant difference, but the usage of the present perfect embodiment of atypical difference; 2) for different levels of high school students, students have a significant impact on the prototype theory in the teaching of the medium level, but has little effect on the low level and high level students. The main implication of this research is: 1) guidance the prototype theory teaching is helpful to the study; 2) the prototype theory in teaching can promote the spread of the cognitive teaching method; 3) based on the prototype theory is conducive to broaden and deepen the students' understanding of the present perfect. Finally, limitations of this study. For example: the study sample less usage does not involve other tense, limited research time and so on, so the study needs to be further improved.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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