原型范畴理论在初中英语词汇教学中的应用研究

发布时间：2018-04-04 09:57

本文选题：原型范畴理论　切入点：初中词汇教学　出处：《渤海大学》2017年硕士论文

【摘要】：词汇是英语学习的重要组成部分。词汇量的大小对于一个外语学习者的外语水平有着直接的影响。大多数初中生学单词都是孤立地看待词汇,死记硬背,缺乏有效的词汇学习策略。教师的词汇教学方法也比较单一。为了科学有效地增加学生词汇量,提高学生的词汇运用能力,需要不断探索新的词汇教学方法。本文尝试探究原型范畴理论对初中英语词汇教学的影响。原型范畴理论认为单词的原型意义是其所有意义的中心,其它意义都是围绕原型意义而构建的,它强调了词汇中心意义与边缘意义的联系。此理论从一个新的角度丰富了人们对词汇教学的认识。本文基于原型范畴理论,拟从以下三个问题入手进行研究:1.基于原型范畴理论的词汇教学能丰富学生的词汇学习策略吗?2.基于原型范畴理论的词汇教学能促进学生对多义词的记忆吗?3.基于原型范畴理论的词汇教学能提高学生的词汇能力吗?本实验为期四个月,在丹东市振江学校初二年级选取两个班级作为实验对象,分为实验班和控制班。实验班的42人采用基于原型范畴理论的词汇教学法进行教学,控制班的42人采用传统教学法。实验采取问卷调查,测试和访谈作为研究工具,所得数据采用SPSS 19.0进行分析。本实验得出以下结论:应用原型范畴理论教授词汇能丰富学生词汇学习策略,其中认知策略和情感策略提高显著;应用原型范畴理论教授词汇有助于学生对多义词的理解与记忆;应用原型范畴理论教授词汇能提高学生的词汇能力。尽管这种方法仍存在许多不足和缺陷,但它对初中词汇教学提供了有益的方法。
[Abstract]:Vocabulary is an important part of English learning.The size of the vocabulary has a direct impact on the foreign language proficiency of a foreign language learner.Most junior high school students look at words in isolation, memorize them by rote, and lack effective vocabulary learning strategies.Teachers'vocabulary teaching methods are also relatively simple.In order to increase students' vocabulary scientifically and effectively and improve their ability to use vocabulary, it is necessary to explore new vocabulary teaching methods.This paper attempts to explore the impact of prototype category theory on English vocabulary teaching in junior high schools.The prototype category theory holds that the prototype meaning of a word is the center of all its meanings, while the other meanings are constructed around the prototype meaning, which emphasizes the connection between the lexical central meaning and the marginal meaning.This theory enriches people's understanding of vocabulary teaching from a new angle.Based on prototype category theory, this paper intends to study the following three problems: 1.Can vocabulary teaching based on prototype category theory enrich students' vocabulary learning strategies?Can the teaching of vocabulary based on prototype category theory promote students' memory of polysemous words?Can the vocabulary teaching based on the prototype category theory improve the students' vocabulary competence?The experiment lasted for four months. Two classes were selected as experimental objects in grade 2 of Zhenjiang School in Dandong City, which were divided into experimental class and control class.42 students in the experimental class were taught by the vocabulary teaching method based on the prototype category theory, and 42 students in the control class adopted the traditional teaching method.Questionnaires, tests and interviews were used as research tools, and the data were analyzed by SPSS 19.0.The conclusions of this experiment are as follows: applying prototype category theory to vocabulary teaching can enrich students' vocabulary learning strategies, among which cognitive strategies and affective strategies are improved significantly;Applying prototype category theory to teach vocabulary is helpful to students' understanding and memory of polysemous words, and applying prototype category theory to teaching vocabulary can improve students' vocabulary ability.Although this method still has many shortcomings and defects, it provides a useful method for junior high school vocabulary teaching.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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