原型范畴理论在高中英语多义词教学中的应用研究

发布时间：2023-10-29 12:27

　　传统教学法中,教师将建构主义的学习理论应用于词汇教学中,只重视语言的内部结构。导致学生机械记忆多义词,学习兴趣低,学习效果不理想。随着认知语言学的发展,以原型理论为视角研究多义词得到了学术界的关注。本文从认知语言学的原型范畴理论出发,探究以下三个问题:1.基于原型范畴理论的多义词教学是否能提高高中生对多义词的学习兴趣?2.基于原型范畴理论的多义词教学是否有助于高中生的多义词习得?3.基于原型范畴理论的多义词教学是否能提高高中生的多义词猜词能力?实验选取锦州市铁路高级中学高二年级的两个平行班作为研究对象,每班50人。实验班以原型范畴理论为指导进行多义词教学。控制班采用传统的多义词教学模式。实验前对学生进行问卷调查了解学生对多义词的学习兴趣如何以及两个班在兴趣上是否存在显著差异,实验后再进行同样的问卷调查以检验原型范畴理论是否能提高学生多义词学习兴趣。两个平行班在实验前后分别进行两次测试,以检验两个班在实验前词汇习得和猜词能力是否有显著差异,以及实施原型范畴理论后是否有助于学生这两方面的能力,最后用SPSS对数据进行分析。研究结果显示,基于原型范畴理论的多义词教学能够提高高中生对多义词学习...

【文章页数】：86 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the research
    1.3 Overall structure of the thesis
Chapter Two Literature Review
    2.1 The introduction of the Prototype Theory
        2.1.1 Categories and Categorization
        2.1.2 Classical Category Theory
        2.1.3 The Development of Prototype Category Theory
    2.2 A Study of Polysemy
        2.2.1 The Definition of Polysemy
        2.2.2 The Study of Polysemy from the Structural and Cognitive Viewpoint
    2.3 Polysemy in the Scope of the Prototype Theory
        2.3.1 Core Sense and Meaning Extension
        2.3.2 Metaphor and Metonymy
        2.3.3 Application of Prototype Category Theory into Polysemy Teaching at Home and Abroad
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 The Questionnaire
        3.3.2 Tests
        3.3.3 Interview
        3.3.4 Teaching Materials
        3.3.5 Statistical means-SPSS
    3.4 Research procedure
    3.5 Teaching procedure
        3.5.1 Teaching procedure in CC
        3.5.2 Teaching procedure in EC
    3.6 Data Collection
Chapter Four Data Analysis and Discussion
    4.1 Analysis and Discussion of the Questionnaire
        4.1.1 Analysis and Discussion of Pre-questionnaire
        4.1.2 Analysis and Discussion of Post-questionnaire
    4.2 Analysis and Discussion of the tests
        4.2.1 Analysis and Discussion of Pre-test One
        4.2.2 Analysis and Discussion of Post-test One
        4.2.3 Analysis and Discussion of Pre-test Two
        4.2.4 Analysis and Discussion of Post-test Two
    4.3 Analysis and Discussion of the Interview
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions for further study
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Test One
Appendix Ⅲ Test Two
Appendix Ⅳ Interview Questions
Acknowledgements
The list of the research papers published by author



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