基于原型理论的多义词教学对多义词习得影响的实证研究
发布时间：2023-04-20 00:38
多义词的教学对外语教师和外语学习者来说一直是个难题，主要是因为受传统语言学研究的影响，多义词义项之间的关系被看成是独立而没有相互关系的。对于多义词各个义项的习得，要么是通过死记硬背来记忆，要么就是利用语境因素来推测。然而，死记硬背极其耗时且不利于长时记忆。此外，一些国内外相关研究表明，利用语境线索去推测多义词的义项不是人们所期待的那么有效；更重要的是，它无法帮助促进长期记忆。 随着认知语言的兴起与发展，多义词习得已成为认知语言学研究的热点之一。认知语言学对于多义词的研究发现:1)多义词的各个义项组成了一个范畴，在这个范畴里通常有一个核心意义，或者最基本的原型意义。所有其他的意义是在原型意义的基础上，通过家族相似性联系在一起的。这些相互联系的意义构成了一个以核心意义为原型的语义范畴。2)多义词的词意的扩展主要是通过隐喻、转喻等认知手段来实现的。在国外，一些应用语言学家已经把认知语言学的多义性理论应用于二语学习者英语多义词习得的实证研究，取得了一定的成果。但仍有一些未能覆盖到的地方：1)缺少学习者对原型理论的了解学习能否帮助其提高目标词的产出能力的相关研究;2)缺少此理论对长期记忆是否有帮...
【文章页数】：90 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Research Significance and Purpose
1.3 Research Questions
1.4 Layout of the Thesis
Chapter Two Literature Review
2.1 Definition of Polysemy
2.2 Polysemy and Homonymy
2.3 Classifications of Polysemous Words
2.4 Three Motivations of Semantic Evolution
2.5 Semantic Change Mode and Polysemy
2.6 Studies on Polysemous Words Acquisition at Home and Abroad
2.6.1 Studies Abroad
2.6.2 Studies at Home
Chapter Three Theoretical Framework
3.1 Category and the Classical Theory of Category
3.2 The Prototype Theory
3.2.1 The Development of the Prototype Theory
3.2.2 The Characteristics of Prototype Theory
3.3 The Prototype Theory and Polysemous Words
3.4 Cognitive Devices of Polysemy Extension--Metaphor and Metonymy
3.4.1 Metaphor
3.4.2 Metonymy
3.5 Extension Pattern of the Meanings of a Polyseme
3.6 The Context and Polysemy
Chapter Four Methodology
4.1 Research Questions:
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaire
4.3.2 English-Chinese Translation
4.3.3 Chinese-English Translation
4.4 Research Procedures
4.4.1 Pretest
4.4.2 Teaching Activities
4.4.3 Post-test 1
4.4.4 Post-test 2
4.5 Data Collection and Analysis
4.6 The Implementation of Teaching Activities
4.6.1 Teaching Activities in EC
4.6.2 Teaching Activities in CC
Chapter Five Results and Discussion
5.1 Data Analysis of Pretest and Discussion
5.1.1 Inferring the Meaning of Regular and Irregular Polysemes by Context
5.1.2 Analysis of the Result of the Independent Samples T-test of Pretest
5.2 Data Analysis of Questionnaires and Discussion
5.3 Data Analysis of Post-test 1 and Discussion
5.4 Data Analysis of Post-test 2 and Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications for English Polysemes Teaching
6.2.1 Attaching Great Importance to the Prototypical Meaning of a Polyseme
6.2.2 Cultivating Students’ Ability to Use or at Least Understand Metaphor and Metonymy
6.3 Limitations
6.4 Suggestions for Future Research
References:
Appendix Ⅰ 问卷调查表
Appendix Ⅱ PRETEST
Appendix Ⅲ 实验班上课材料
Appendix Ⅳ 对照班上课材料
Appendix Ⅴ POST-TEST 1
Appendix Ⅵ POST-TEST 2
Appendix Ⅶ 前测、后测测试结果原始数据
本文编号：3794532
【文章页数】：90 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Research Significance and Purpose
1.3 Research Questions
1.4 Layout of the Thesis
Chapter Two Literature Review
2.1 Definition of Polysemy
2.2 Polysemy and Homonymy
2.3 Classifications of Polysemous Words
2.4 Three Motivations of Semantic Evolution
2.5 Semantic Change Mode and Polysemy
2.6 Studies on Polysemous Words Acquisition at Home and Abroad
2.6.1 Studies Abroad
2.6.2 Studies at Home
Chapter Three Theoretical Framework
3.1 Category and the Classical Theory of Category
3.2 The Prototype Theory
3.2.1 The Development of the Prototype Theory
3.2.2 The Characteristics of Prototype Theory
3.3 The Prototype Theory and Polysemous Words
3.4 Cognitive Devices of Polysemy Extension--Metaphor and Metonymy
3.4.1 Metaphor
3.4.2 Metonymy
3.5 Extension Pattern of the Meanings of a Polyseme
3.6 The Context and Polysemy
Chapter Four Methodology
4.1 Research Questions:
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaire
4.3.2 English-Chinese Translation
4.3.3 Chinese-English Translation
4.4 Research Procedures
4.4.1 Pretest
4.4.2 Teaching Activities
4.4.3 Post-test 1
4.4.4 Post-test 2
4.5 Data Collection and Analysis
4.6 The Implementation of Teaching Activities
4.6.1 Teaching Activities in EC
4.6.2 Teaching Activities in CC
Chapter Five Results and Discussion
5.1 Data Analysis of Pretest and Discussion
5.1.1 Inferring the Meaning of Regular and Irregular Polysemes by Context
5.1.2 Analysis of the Result of the Independent Samples T-test of Pretest
5.2 Data Analysis of Questionnaires and Discussion
5.3 Data Analysis of Post-test 1 and Discussion
5.4 Data Analysis of Post-test 2 and Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications for English Polysemes Teaching
6.2.1 Attaching Great Importance to the Prototypical Meaning of a Polyseme
6.2.2 Cultivating Students’ Ability to Use or at Least Understand Metaphor and Metonymy
6.3 Limitations
6.4 Suggestions for Future Research
References:
Appendix Ⅰ 问卷调查表
Appendix Ⅱ PRETEST
Appendix Ⅲ 实验班上课材料
Appendix Ⅳ 对照班上课材料
Appendix Ⅴ POST-TEST 1
Appendix Ⅵ POST-TEST 2
Appendix Ⅶ 前测、后测测试结果原始数据
本文编号：3794532
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