【作者】 苏乙拉图；

【导师】 张红；

【作者基本信息】 内蒙古工业大学 ， 外国语言学及应用语言学， 2014， 硕士

【摘要】 多义词是语言中普遍存在的现象，是词汇的重要组成部分，尤其在交际中这一特征体现得更加明显。故此对其的研究也一直是语言学中经久不衰的课题之一。本文主要通过原型范畴理论来研究非英语专业学生多义词习得情况。原型范畴理论源于亚里士多德的经典理论，并在维特根斯坦的家族相似性观点的基础上由Rosch等学者在上世纪后期合力推出的。学者Blugman和Lakoff把此理论应用到语言学领域研究词汇多义现象，在认知语言学领域引起了很大的反响。此外，还结合语义延伸机制即隐喻和转喻来探究多义性形成的语义理据。本研究主要围绕两个研究问题展开：（1）基于原型范畴理论的实验教学方法和传统教学方法中哪一种方法在多义词教学方面更有效果？（2）两种教学方法即基于原型范畴理论的实验教学方法和传统教学方法中哪一种在学生系统性习得多义词各义项方面更有效果？在教学中凸显多义词各义项中根义项在学生习得词汇活动中的重要性，引导学生优先掌握根义项，再通过语义延伸机制来建立各义项间的语义联系并形成语义网络。每一个多义词都是一个相对独立的范畴，根义项是范畴中的原型成员，是其它义项形成的物质基础，同时也是理解和习得其它义项的参照依据。通过14周的实验教学获得了大量的数据，经过数据对比基于原型范畴理论的实验教学方法在学生多义词习得方面显著优于传统教学方法，给予研究问题（1）肯定的答复即实验教学方法比传统教学方法更有效果。通过针对学生对多义词不同义项的掌握方面的数据比对表明实验班的成绩明显好于对比班的成绩，这说明实验方法在学生系统性掌握多义词各义项方面与传统教学法相比效果更佳。实验数据正面回答了研究问题（2）即在系统性掌握多义词各义项方面实验教学方法效果更好。经过对实验数据的全方面分析比对证实了在多义词教学中使用原型范畴理论的可行性和在实践教学中推广使用的可能性。本研究在一定人群范围内取得了有效地实验数据并验证了研究假设，为原型范畴理论在大学英语词汇教学中的应用提供了一定的参考价值。更多还原

【Abstract】 Polysemy is a common phenomenon in language and takes up the majority part of thelexical pool. Words with high frequency in daily interaction are less likely to bemonosemic. Hence, it has been the focus of linguists throughout the history. Prototypecategory theory is originated from Aristotle’s Classical Theory that met challenges in themid of last century. Ludwig Wittgenstein proposed family resemblance theory to developthe former one. Rosch and other scholars put forward prototype category theory on thebasis of family resemblance in1980s. It is Blugman and Lakoff who first introduced thistheory to study polysemy and has brought to far reaching influence in the field of cognitivelinguistics. Besides, in reference with the prototype category theory, meaning extensionmechanism namely metaphor and metonymy is introduced to explore the motivationunderlying the different meanings of polysemous words. This paper aims at learningefficiency of polysemous words of non-English majors at college level in terms ofprototype category theory. There are two research questions:(1) Is the experimentalvocabulary teaching model which is based on prototype theory more effective than thetraditional vocabulary teaching model as to polysemous words teaching?(2) Which of thetwo models i.e. the experimental vocabulary teaching model which is based on prototypetheory or the traditional vocabulary teaching model, is more effective in students’acquisition of different meanings of a polysemous word? Fourteen weeks of teachingexperiment is designed to testify the possibility and feasibility of the prototype categorytheory in polysemous words teaching among two groups of students. Research data showthat the experimental teaching model is better than the traditional one, especially on thesystematic acquisition of the different meanings of one polysemous word. Thus, it verifiesthe research hypothesis that it is possible and feasible to employ the theory to teachpolysemous words at college.更多还原