發(fā)布時間：2018-05-03 13:40

  本文選題：原型范疇理論 + 多義詞　； 參考：《延安大學(xué)》2015年碩士論文

【摘要】：一詞多義是語言發(fā)展的必然結(jié)果,是人類用較少的認知努力換取較多的認知需求的有力工具。如果說詞匯能力是衡量二語學(xué)習(xí)者語言能力的主要標(biāo)尺,那么一詞多義的網(wǎng)絡(luò)化程度便是詞匯能力的一個重要維度�？梢�,多義詞習(xí)得對語言能力產(chǎn)生一定的影響作用,多義詞教學(xué)的重要地位不言而喻。現(xiàn)今英語多義詞教學(xué)主要存在兩方面弊端:一是片面追求詞匯量的擴充,忽視了對詞義的深度習(xí)得;二是受結(jié)構(gòu)主義思想的影響,認為詞與所指意義之間的關(guān)系是二維的、任意的,學(xué)生采取的枯燥機械的記憶方式因缺少大腦對信息的“深加工”過程而不利于對語義系統(tǒng)的長時習(xí)得。這種費時低效的教學(xué)方式在高中階段學(xué)習(xí)內(nèi)容漸繁、學(xué)習(xí)難度漸增、學(xué)習(xí)壓力漸大的情形下,其弊端性日益凸顯。認知語言學(xué)的發(fā)展,使對一詞多義的探究突破結(jié)構(gòu)主義的樊籬,開始從語言的外部世界,即從人類這一語言活動的主體在客觀世界的活動角度得以詮釋。依據(jù)認知語言學(xué)的基礎(chǔ)——原型范疇理論,在多義詞的所有意義中通常存在一個原型意義,其他邊緣意義以原型意義為基礎(chǔ)通過隱喻、轉(zhuǎn)喻等人類認知手段衍生得來,各意義因家族相似性而聯(lián)系,構(gòu)成以原型意義為核心的多義詞語義范疇。該理論從認知角度對多義性的解釋為習(xí)得多義詞提供較為經(jīng)濟的手段,為多義詞教學(xué)帶來有益啟示。雖然當(dāng)前原型范疇理論與二語習(xí)得中多義詞教學(xué)領(lǐng)域的界面研究并不少見,但大多集中于理論性探討或是以大學(xué)生為受試的實驗研究。據(jù)此,本研究以高中生為實驗對象,對其多義詞習(xí)得現(xiàn)狀進行調(diào)查研究,并基于原型范疇理論對高中階段的多義詞教學(xué)進行實驗研究,力圖驗證原型范疇理論對高中生英語多義詞習(xí)得能力的影響作用。來自孝感高級中學(xué)高一年級兩個平行班的100名學(xué)生參與了此次研究,兩個班隨機分為實驗班與控制班。研究分為兩個階段。第一階段在實驗開展前進行,通過問卷調(diào)查與詞匯測試兩個維度了解高中生的多義詞習(xí)得狀況;第二階段為歷時兩個月的教學(xué)實驗,在實驗班實施以原型范疇理論為指導(dǎo)的多義詞教學(xué)范式,控制班接受傳統(tǒng)的詞匯教學(xué)模式,最終以多義詞測試的形式考察兩個班的多義詞習(xí)得情況。實驗統(tǒng)計結(jié)果顯示:學(xué)生的詞匯能力較強,但多義詞習(xí)得能力不佳;學(xué)生在接受傳統(tǒng)詞匯教學(xué)方法之后,多義詞習(xí)得能力有一定程度的提高;在接受基于原型范疇理論的高中英語多義詞教學(xué)方法之后,多義詞習(xí)得能力有顯著提高;與傳統(tǒng)的詞匯教學(xué)法相比,原型范疇理論指導(dǎo)下的多義詞教學(xué)更能助力高中生的多義詞習(xí)得。有鑒于此,建議在高中多義詞教學(xué)中,教師應(yīng)優(yōu)先講解原型意義,借力隱喻、轉(zhuǎn)喻等認知工具闡釋詞項聯(lián)系,構(gòu)建語義網(wǎng)絡(luò),激活認知思維。此外,不放棄傳統(tǒng)的“情境記憶法”,結(jié)合語境知識對詞義進行深加工,加強記憶以,復(fù)現(xiàn)語言知識,鼓勵英語釋義,避免漢語翻譯。
[Abstract]:Polysemy is the inevitable result of language development. It is a powerful tool for people to use less cognitive efforts to change more cognitive needs. If lexical competence is the main measure of the language ability of two language learners, the degree of polysemy is an important dimension of vocabulary ability. The importance of the teaching of polysemous words is self-evident. There are two main disadvantages in the teaching of polysemy nowadays: one is to pursue the expansion of vocabulary one sidedly and neglect the depth acquisition of the meaning of words; the two is influenced by the thought of structuralism, and the relationship between words and the meaning of the meaning is two-dimensional and arbitrary. As a result of the lack of the "deep processing" process of the brain to information, the students' boring mechanical memory is not conducive to the long time acquisition of the semantic system. This time-consuming and inefficient teaching method is becoming increasingly complicated in the high school stage, the learning difficulty is increasing, and the learning pressure is increasing. The cognitive linguistics has become increasingly prominent. The development has made the exploration of polysemy break through the barriers of structuralism and begin to interpret from the external world of language, that is, from the perspective of the activities of human beings in the objective world. Based on the basis of cognitive linguistics, the prototype category theory, there is usually a prototype meaning in all the meanings of polysemy, and the other is the other. The marginal meaning is derived from the human cognitive means such as metonymy and metonymy based on the prototype meaning. The meanings of each meaning are linked by family similarity and form the semantic category of polysemous words with the core of the archetypal meaning. The theory from the cognitive perspective provides the more economical means for the acquisition of polysemy by the interpretation of the polysemy. Although the current prototype category theory and the interface research in the field of Polysemy Teaching in two language acquisition are not uncommon, most of them focus on the theoretical discussion or the experimental study of college students. Based on this, this research takes high school students as the experimental object to investigate the status of their polysemy acquisition, and based on the prototype category theory. On the experimental study of Polysemy Teaching in high school, we try to verify the effect of prototype category theory on the learning ability of high school students' English Polysemous Words. 100 students from two parallel classes in the first grade of high school in Xiaogan high school participated in the study. The two classes were randomly divided into experimental classes and control classes. The study was divided into two stages. The first stage is carried out before the experiment, through the two dimensions of questionnaire survey and vocabulary test to understand the situation of high school students' polysemy acquisition; the second stage is the teaching experiment of two months, the experimental class implements the Polysemy Teaching Paradigm guided by the prototype category theory, the control class accepts the traditional vocabulary teaching mode, and finally the polysemous words are polysemous. The experimental statistics show that the students' vocabulary ability is strong, but the acquisition ability of polysemous words is not good. After accepting the traditional vocabulary teaching methods, the students' ability to acquire polysemous words is improved to a certain extent. In the teaching of high school English Polysemous Words Based on the theory of prototype category, the students accept the teaching method of English Polysemy in the two classes. After the law, the acquisition ability of polysemous words has been improved significantly. Compared with the traditional vocabulary teaching method, the Polysemy Teaching under the guidance of the prototype category theory can help high school students' polysemous words. In addition, we do not give up the traditional "situational memory" method, combine the context knowledge to process the meaning of the word deeply, strengthen the memory, reappear the language knowledge, encourage the English interpretation, and avoid the Chinese translation.

【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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