【作者】 王宏；

【导师】 张海涛；

【作者基本信息】 山西大学 ， 外国语言学及应用语言学， 2019， 硕士

【摘要】 词汇学习一直都是外语学习者的重点。然而在英语学习中,多义词给学习者造成很多困难,许多教师和研究人员为此做了大量研究,试图帮助学习者克服这些困难。随着20世纪70年代“认知语言学”的兴起,国内外语言学者对这一新兴语言学领域展开很多探索与研究。他们试图从认知的角度,解读英语多义词的成因,进而帮助学习者理解记忆英语词汇。于是作为认知语言学的基本理论之一的原型范畴理论受到了语言教师和研究人员的关注。然而,在过去几十年的研究历史中,虽然有大量的相关论文发表,但是大多是有关原型理论的介绍性和评述性文章,有限的实证研究也多聚焦于高中生群体。有鉴于此,本研究以大学生为研究对象,探讨基于原型理论的多义词教学法能否促进大学生的多义词习得。具体探讨以下问题:1.基于原型范畴理论的词汇教学方法是否能提高学生英语多义词习得效率?2.基于原型范畴理论的英语多义词教学能否提高学生英语多义词学习兴趣和改变他们对多义词学习的态度?3.基于原型范畴理论的英语多义词教学法能否改变学生的多义词学习策略?本研究采取了定量和定性相结合的研究方法,包括问卷法,测试法和访谈法。研究对象为山西省某大学2018级非英语专业大一新生。在为期16周的教学实验后,数据被收回并用SPSS21.0统计软件进行处理分析。统计结果显示,原型理论指导下的多义词教学方法对多义词学习有促进作用。它能提高大学生的多义词学习兴趣,改变他们的多义词学习态度和学习策略。本研究结果具有较大的教学启示意义。在多义词教学中,外语教师应特别注重对其语义延伸机制和核心义项的讲解。本研究的不足之处在于,没有对受试的年龄和性别等影响因素进行控制,这可能会影响研究结果的准确性。希望未来的研究者在这方面能做得更加科学。更多还原

【Abstract】 Vocabulary has always been the learning focus for EFL learners.In English learning,polysemous words often cause much trouble for EFL learners,thus numerous researches have been done by teachers and scholars with a view to solve the problems.Following with the rise of the cognitive linguistics(CL)in the 1970 s,linguists at home and abroad began to work on this new academic field.They tried to interpret the mechanism of polysemy by cognitive linguistic,so as to improve polysemy learning efficiency.As one of the basic theories in CL,the prototype category theory has drawn much attention from teachers and researchers.However,despite the fact that abundant studies were conducted in the past decades,most of them focused on theoretical introduction and commentary review(Wang Yin,2007;Yang Lijuan2003).Besides,limited empirical studies are centered on high school students(Cai Jingzhen,2018;She Shini,2017).As a result,focusing on the college students,the present research was designed to explore whether the prototype-based method in polysemy teaching can contribute to the acquisition of polysemous words for college students.Specifically,the following questions will be investigated:1.Can prototype-based method in vocabulary teaching improve the efficiency of students’ English polysemy acquisition ?2.Can prototype-based method in vocabulary teaching improve students’ interest in learning English polysemy and change their attitude towards learning English polysemy?3.Can prototype-based method in vocabulary teaching change students’ polysemy learning strategies?Both quantitative and qualitative research methods were employed in this study,including questionnaire,test and interview methods.The subjects were freshmen of non-English majors in a university of Shanxi province.After a 16-week experiment procedure,the data were collected and analyzed.The statistical software Excel and SPSS were employed in data processing.The results revealed that the prototype-based method used in polysemy teaching has a positive effect on polysemy learning as a whole.It can improve students’ interest in learning English polysemy,change both their attitude towards polysemy and their learning strategies.These findings carry some pedagogical significance to polysemy teaching practice.Foreign language teachers are advised to attach special emphasis to the semantic extension mechanisms of polysemous words and pay enough attention to the core meaning of polysemy.However,there still exist some shortcomings in this thesis.For instance,effective factors like gender and age of the subjects were not taken into account,which could affect the experiment results.Future researchers are expected to do better in this respect.更多还原