【作者】 张静；

【导师】 王洪刚；

【作者基本信息】 扬州大学 ， 学科教学（英语）（专业学位）， 2017， 硕士

【摘要】 作为一种重要的语法范畴,时态一度成为语言学家研究的重心。根据访谈和先前研究表明,英语的时态教学和学习所存在诸多问题的根源在于传统教学法的弊端、中国学生的认知背景及学生的认知能力。为了解决这些问题,本研究尝试从认知角度,即基于认知语言学中的原型范畴理论,探讨基于这一理论的英语现在完成时态的教学对学生学习的影响。此教学以原型范畴理论和SER理论为基础,其中前者用于链接现在完成时的各种用法,而后者用于解释各种用法。其旨在通过研究高中生英语时态学习过程中存在的问题,挖掘了其时态学习的认知机制,构建现在完成时态的典型及非典型意义的认知模型,以期提升高中生英语时态教学和学习效果。为了解决现在完成时教学和学习的现存问题,笔者设计出原型范畴理论指导下的教学。这个实证研究的主要目的是探讨原型范畴理论指导下的教学是否对高中生的现在完成时学习是否有影响。并从两个方面来探讨其具体影响,一个视角是从现在完成时的不同用法入手,另一个是从不同水平的高中生入手。因此,本研究主要回答以下两个研究问题:1)原型范畴理论指导的教学对高中生现在完成时学习的总体影响如何?2)原型范畴理论指导的教学对不同水平高中生(高、中、低)的现在完成时学习效果有何影响?本研究主要采用定量和定性相结合的方法。定性研究涉及与六个具有代表性的学生的访问。定量研究选取了高邮市第二中学的高一两个班,一百名学生作为教学实验的研究对象。根据检测,两个班的时态学习能力没有显著差异。实验班的51名学生用原型范畴理论指导的教学法进行现在完成时的语法教学,对比班的49学生采用常规教学。对所得数据运用SPSS软件进行了独立样本T检验。本研究的主要发现:根据《英语深度语法》总结出现在完成时的两个典型用法和两个非典型用法,并设计出各种用法的认知模式。此外,对于两个研究问题的回答如下:1)原型范畴理论指导的教学对现在完成时的典型用法的学习的影响没有显著差别,但对现在完成时的非典型用法体现显著差别;2)对于不同层次水平的高中生,原型范畴理论指导的教学对中等水平的学生有显著影响,但对低水平和高水平的学生影响不大。本研究的主要启示是:1)原型范畴理论指导的教学有助于现在完成时的学习;2)原型范畴理论指导的教学可以推动认知教学法的传播;3)基于原型范畴理论有利于拓宽和加深学生对现在完成时的理解。最后,本研究也存在一定的局限性。例如:研究样本少,没有涉及其它时态的各种用法,有限的研究时间等等,因此本研究有待进一步完善。更多还原

【Abstract】 As an important grammatical category,present perfect tense has always been the focus of linguists’ studies.However,according to the interviews and previous studies,so complex is tense that both students and teachers feel hard to deal with it,which results from traditional grammar teaching,Chinese students’ cognitive background and cognitive abilities.In order to solve these problems,from the perspective of cognitive linguistics,this paper refers to discussing the effect of prototype-guided teaching on students’ learning of present perfect tense.This instruction is based on Prototype Theory and SER,in which the former is used to connect various uses of present perfect tense,while the latter is used to explain.This essay aims at studying the high school learners’ cognitive mechanism of acquiring English tenses,and establishing the cognitive models of prototypical and non-prototypical uses of present perfect tense in order to improve the teaching and learning effect of present perfect tense.To solve the existing problems in the teaching and learning of present perfect tense,the author designs a prototype-guided teaching.The main objective of the empirical study is to explore whether prototype-guided teaching has effects on senior high school students’ learning of present perfect tense.The author conduct the research from two different aspects to find the specific effects.One is from the angle of different uses of present perfect tense,and the other is from the angle of different levels of students.So,two research questions are as follows:(1)What are the overall differences in the effect of prototype-guided teaching on senior high school students’ learning of present perfect tense between EC and CC?(a)What’s the effect of prototype-guided teaching on the learning of prototypical uses of present perfect tense?(b)What’s the effect of prototype-guided teaching on the learning of non-prototypical uses of present perfect tense?(2)For different levels(low-level,medium-level,high-level)of students,what’s the effect of prototype-guided teaching on their learning of present perfect tense?The study employs both quantitative method and qualitative method.The qualitative research mainly involves the interview with six representative students.The quantitative research involves 100 students in Grade Ten from The Second Middle School of Jiangsu Gao You,among which 51 students are in the experimental class(EC)and 49 students are in the control class(CC).According to the pretest,the EC and the CC have no significant differences in terms of the English tense competence.The students in the EC are taught by implementing prototype-guided teaching,while the students in the CC are taught through the conventional method.After the experiment,the results of the post-test are analyzed by the Independent Samples T-Test in SPSS.The major findings can be summarized as follows:the author sums up two prototypical uses and two non-prototypical uses of present perfect tense according to the Deep English Grammar(Wang 2004),and designs the cognitive diagram for each use of present perfect tense.Besides,the answers to the two research questions are as follows:(1)prototype-guided teaching has little influence on the learning of the prototypical uses of present perfect tense,but has significant effect on the learning of the non-prototypical uses of present perfect tense;(2)For different proficient levels of senior high school students,prototype-guided teaching has significant effect on medium-level students’ learning of present perfect tense,but there is no significant effect on both high-level and low-level students.The pedagogical implications of the study are that:(1)prototype-guided teaching is conducive to the learning of present perfect tense;(2)prototype-guided teaching contributes to the popularity of cognitive teaching method;(3)applying prototype theory into the English tense broadens and deepens the students’ understanding of the nature of present perfect tense.Finally,there are still some limitations in the study,such as the small sample size,without other tenses’ different usages involved,the limited time of the experiment etc.Therefore,future studies are needed for the further improvement.更多还原