“多義詞”詞義不同卻相關�，F(xiàn)在,在學校里,多義詞有兩種傳統(tǒng)的學習方式。一是散亂機械的背誦方式,導致記憶負擔大,學習效果不理想。第二種方式,一詞多義只有一個高度概括的意義,其他的意義則在語境中擴展,使用這種方法進行教學,每個單詞都需要在特定的上下文中學習,大大降低了學習效率。近年來,基于認知語言驅(qū)動的多義詞教學取得了一定的成效。目前,這種研究僅限于中學和大學生。盡管早期學習者在學習多義詞時也面臨困難,但很少有研究者將認知語言驅(qū)動用于小學多義詞教學。本研究旨在探討以認知語言驅(qū)動為基礎的多義詞教學在小學階段的效果。根據(jù)小學生的特點,所采用的方法是直觀、具體的認知語言驅(qū)動方法。具體研究問題包括:(1)基于認知語言驅(qū)動的詞匯教學是否更有效地幫助小學生提高多義詞的詞義記憶,使用這種教學方法達到的記憶效果是否更顯著?(2)通過認知語言驅(qū)動,能更有效果地提高小學生在新語境下推測多義詞詞義的能力嗎?本文選取廣州市增城區(qū)新塘鎮(zhèn)南安小學八十四名四年級學生作為研究對象。分為實驗班和控制班。在實驗開始時,對兩個班學生對多義詞的掌握程度和推測能力進行了前測。實驗班采用認知動機教授多義詞(N=42),對照班采用常規(guī)...

【文章頁數(shù)】：96 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of this Thesis
Chapter Two Literature Review
    2.1 Definition of Polysemy
    2.2 Linguistic Researches on Polysemy
        2.2.1 Independent Semantic Model and Polysemy
        2.2.2 Contextual Model and Polysemy
        2.2.3 Cognitive Semantic Model and Polysemy
        2.2.4 Summary
    2.3 Previous Researches on the Acquisition of Polysemous Words
        2.3.1 Researches Abroad
        2.3.2 Researches at Home
    2.4 Comments on Previous Studies
Chapter Three Theoretical Framework
    3.1 Linguistic Cognitive Motivation
    3.2 Classification of Linguistic Cognitive Motivation
        3.2.1 Polysemy and Prototype
        3.2.2 Polysemy and Metaphor
        3.2.3 Polysemy and Metonymy
    3.3 Application of Linguistic Cognitive Motivation to Polysemous WordsTeaching
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Teaching Material
    4.4 Instruments
    4.5 Research Procedure
        4.5.1 The Pretest
        4.5.2 Teaching Experiment
        4.5.3 The Post-test
        4.5.4 Data Collection and Data Analysis
Chapter Five Results and Discussion
    5.1 Results and Discussion of the Tests
        5.1.1 Results of the Pretest
        5.1.2 Results of the Post-test
        5.1.3 Results of the Pretest and Post-test within Classes
    5.2 Discussion of the Results
    5.3 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
        6.2.1 Attaching Importance to Prototype Meaning in PolysemyTeaching
        6.2.2 Attaching Importance to the Connection Between the Meaningsof Polysemous Words
    6.3 Limitations of the Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Appendix Ⅷ
Appendix Ⅸ
Appendix Ⅹ



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