原型范畴理论在高中英语词汇教学中的应用研究

发布时间：2019-01-18 13:58

【摘要】：词汇是语音和语法的载体,是组成语言的最基本材料。高中英语词汇教学是英语教学的重要组成部分,它直接影响学生英语能力的运用和发展,并直接影响高中英语教学质量。新课程改革对高中英语词汇教学提出了全新的挑战,要求高中生的英语词汇量增加到3300-4200及300-500个短语或习语,同时要求词汇教学从运用的角度出发,而不是从定义的角度出发。传统的词汇教学受制于单一的讲授方法,导致学生对词汇的理解比较单一,词汇量也受到限制。因此,探索新型的词汇教学是势在必行。原型范畴理论以原型和范畴两个概念为中心,重视词语多义、多用的深层联系以及词汇的分类学习。本研究将运用原型范畴理论指导高中英语词汇教学,通过教学实验来观测基于该理论的英语词汇教学有助于提升学生的词汇学习能力。本研究中,笔者选取了两个班级,其中一个为实验组,一个为对照组,对实验组进行了为期两个月的基于原型理论的词汇学习策略运用能力的培训。实验后对两个班学生运用词汇策略进行词汇学习的能力情况进行了问卷调查,实验中期(一个月后)测试了两个班学生的附带词汇习得情况,实验后对两个班学生的词汇综合学习能力进行了测试。最后,对所有数据进行分析,从而验证基于原型理论的词汇教学的有效性。问卷调查的数据分析表明,实验组的词汇学习策略能力明显高于对照组,因此原型范畴理论指导下的词汇教学有助于培养学生的词汇学习策略能力;实验中测的结果表明,以原型范畴理论指导的词汇教学有助于促进学生的词汇附带习得;实验后测实验班的词汇测试成绩明显高于对照班,说明基于原型范畴理论的英语词汇教学有助于提升学生的词汇学习水平,其中,学生运用构词联想、分组策略、猜词策略的能力有显著提升。本研究的重点是引导学生能够运用词汇策略去学习和记忆词汇,提升学生的词汇学习策略运用能力,从而提高词汇教学的质量。本研究为今后的词汇教学与研究提供了一些有利的依据和借鉴。
[Abstract]:Vocabulary is the carrier of pronunciation and grammar and the most basic material of language. English vocabulary teaching in senior high school is an important part of English teaching. It directly affects the application and development of students' English competence and the quality of English teaching in senior high school. The new curriculum reform has put forward a new challenge to senior high school English vocabulary teaching, requiring high school students to increase their vocabulary to 3300-4200 and 300-500 phrases or idioms, and to teach vocabulary from the perspective of application. Not from the point of view of definition. The traditional vocabulary teaching is restricted by a single teaching method, which results in the students' understanding of vocabulary being relatively single and their vocabulary being limited. Therefore, it is imperative to explore new vocabulary teaching. The prototype category theory focuses on the concepts of prototype and category, and pays attention to the polysemy, the deep connection of multi-use and the classification of vocabulary. In this study, the prototype category theory is used to guide English vocabulary teaching in senior high school, and the teaching experiment is used to observe that English vocabulary teaching based on this theory can help to improve the students' vocabulary learning ability. In this study, the author selected two classes, one for the experimental group and the other for the control group. The experimental group was trained in vocabulary learning strategies based on prototype theory for two months. After the experiment, a questionnaire survey was conducted on the students' ability to use vocabulary strategies in vocabulary learning. In the middle of the experiment (one month later), the students' incidental vocabulary acquisition was tested. After the experiment, the comprehensive vocabulary learning ability of the two classes was tested. Finally, all the data are analyzed to verify the validity of vocabulary teaching based on prototype theory. The data analysis of the questionnaire shows that the vocabulary learning strategy ability of the experimental group is obviously higher than that of the control group, so the vocabulary teaching under the guidance of the prototype category theory can help to cultivate the students' vocabulary learning strategy ability. The results of the experiment show that the vocabulary teaching guided by prototype category theory is helpful to promote incidental vocabulary acquisition. The results of vocabulary test in the experimental class were significantly higher than those in the control class, which indicated that English vocabulary teaching based on the prototype category theory was helpful to improve the students' vocabulary learning level. Among them, the students used word-formation association and grouping strategy. The ability to guess words has improved significantly. The focus of this study is to guide students to use vocabulary strategies to learn and memorize vocabulary, improve students' ability to use vocabulary learning strategies, and improve the quality of vocabulary teaching. This study provides some beneficial basis and reference for vocabulary teaching and research in the future.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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