【作者】 姜楠；

【导师】 于兰；

【作者基本信息】 渤海大学 ， 外国语言学及应用语言学（专业学位）， 2020， 硕士

【摘要】 一词多义是人类语言的普遍现象,一词多义是指一个单词具有两个或两个以上的词义。然而目前的多义词教学受传统教学方法的影响,忽略了多义词不同词义之间的联系,导致多义词的记忆效果差。本文从认知语言学出发,旨在探究基于原型范畴理论的多义词教学对英语专业学生多义词习得的影响。本文主要解决以下三个研究问题:1:英语专业学生学习多义词使用的策略是什么?2:基于原型范畴理论的多义词教学能否促进学生对多义词词义的习得?3:基于原型范畴理论的多义词教学能否提高学生对多义词词义的猜测能力?本研究选取某高校英语专业大一的100名学生作为研究对象,并且随机分为实验组与控制组。实验前对实验组与控制组的所有学生进行前测及问卷调查,数据表明两组学生在多义词的词义习得以及猜测词义的能力方面并无显著差异。在实验过程中,实验组采取以原型范畴理论为指导的多义词教学模式,控制组采取传统的多义词教学模式。实验结束后的第一周以及第四周,分别对两组学生进行两次关于多义词词义习得的后测测试,以及一次对多义词词义的猜测测试。对所收集的数据采用SPSS进行分析。综合数据分析结果,得出以下结论:第一,当前英语专业的学生学习多义词普遍使用的是机械记忆策略,他们并不了解多义词词义间的联系;第二,基于原型范畴理论的多义词教学更能促进学生对多义词词义的习得;第三,基于原型范畴理论的多义词教学能够提高学生猜测多义词词义的能力。本研究结果对于多义词教学具有较大的启示意义。首先,多义词的核心意义以及隐喻、转喻等认知机制应受到更多关注。其次,教师不能忽视多义词中心义项和非中心义项之间的联系。更多还原

【Abstract】 Polysemy is a common phenomenon of human language that a word has two or more meanings.However,the current polysemy teaching is influenced by the traditional teaching method,which ignores the relation among the different meanings of polysemy,resulting in the poor memory effect of polysemy.From the perspective of cognitive linguistics,this thesis aims to explore the influence of polysemy teaching based on the prototype category theory on polysemy acquisition in English majors.This thesis attempts to answer the following three research questions:1: What strategies do the English majors usually use in learning polysemy?2: Can the polysemy teaching based on the prototype category theory facilitate students’ acquisition of polysemy’s meanings?3: Can the polysemy teaching based on the prototype category theory improve students’ ability to guess the meanings of polysemy?100 freshmen majoring in English are selected as the research subjects,and randomly divided into experimental group and control group.Before the experiment,all the subjects receive a pretest and an interview,and the data show that there is no significant difference between the two groups in the acquisition of polysemy’s meanings and the ability to guess the meanings of polysemy.In the experimental group,the prototype category theory is applied to polysemy teaching,while in the control group,the traditional teaching method is applied.In the first week and the fourth week after the experiment,all participants are tested two times about the acquisition of polysemy’s meanings,and a guessing test is tested once.Based on the results of data analysis,the following conclusions are drawn:Firstly,most English majors usually learn polysemy by traditional mechanical memorization,and they don’t understand the relation among the meanings of polysemy.Secondly,the polysemy teaching based on the prototype category theory can facilitate the acquisition of polysemy’s meanings.Thirdly,the polysemy teaching based on the prototype category theory can improve the ability to guess the meanings of polysemy.These findings carry some pedagogical significance to polysemy teaching.First,more attention should be given on the core meaning of polysemy and the cognitive mechanism,such as metaphor and metonymy.In addition,teachers cannot ignore the relation between the core meaning and non-core meanings of polysemy.更多还原