本文選題：英語詞匯教學(xué)　切入點：原型范疇理論　出處：《渤海大學(xué)》2015年碩士論文

【摘要】：詞匯是英語學(xué)習(xí)的重要組成部分。詞匯量的大小對于一個外語學(xué)習(xí)者的外語水平有著直接的影響。詞匯學(xué)習(xí)逐漸被認為是高中生學(xué)習(xí)的最難的任務(wù)。因此,教師在教學(xué)中及時找到一套科學(xué)有效的英語詞匯教學(xué)方法,以增加學(xué)生詞匯量是勢在必行的。因此本文將研究視角放在原型范疇理論在高中英語詞匯教學(xué)中的應(yīng)用上。原型范疇理論認為原型是詞語所有義項中最好、最典型的義項,其他義項是圍繞原型而構(gòu)建的,它強調(diào)了中心義項與邊緣義項的聯(lián)系�；谡J知語言學(xué)中的原型范疇理論,本論文在高中詞匯教學(xué)中進行了實證研究。本論文提出了如下的問題:1.應(yīng)用原型范疇理論的詞匯教學(xué)是否能夠提升學(xué)生的詞匯能力?2.應(yīng)用原型范疇理論的詞匯教學(xué)能夠提高學(xué)生的短時記憶還是延時記憶?3.應(yīng)用原型范疇理論的詞匯教學(xué)能激發(fā)學(xué)生的詞匯學(xué)習(xí)興趣嗎?本論文以實證研究作為研究方法。在錦州第一高級中學(xué)高二年級選擇了兩個班級。一個班級為實驗班,另一個班級為控制班。本實驗進行十四周。在實驗?zāi)┢?根據(jù)對實驗研究數(shù)據(jù)的分析,研究問題會得到結(jié)論。所有的數(shù)據(jù)都是通過實驗得到并都會用spss11.5進行分析。兩個班的學(xué)生都會回答問卷一。根據(jù)問卷一作者會了解到高中生英語詞匯學(xué)習(xí)的現(xiàn)狀。在實驗班,教師用基于原型范疇理論的詞匯教學(xué)法進行教學(xué)。同時,在控制班應(yīng)用傳統(tǒng)教學(xué)法。在第一節(jié)課后,立即對實驗班和控制班學(xué)生進行即時測試。在第二周的第一節(jié)課,對實驗班和控制班學(xué)生進行延時測試。在實驗的最后一周,實驗班和控制班學(xué)生完成后測。并且實驗班學(xué)生完成問卷二,探究是否應(yīng)用原型范疇理論的詞匯教學(xué)會激發(fā)學(xué)生的詞匯學(xué)習(xí)興趣。根據(jù)實驗的結(jié)果,首先,基于原型范疇理論下的教學(xué)可以提升學(xué)生的詞匯水平。其次,在原型范疇理論指導(dǎo)下的教學(xué)對學(xué)生的短時記憶和長時記憶都有提高。最后,原型范疇理論在詞匯教學(xué)中的應(yīng)用能夠激發(fā)學(xué)生學(xué)習(xí)英語詞匯的興趣。本文包括五章。第一章為介紹,包括研究背景,目的,重要性以及論文的概要。第二章為文獻綜述,包括對原型范疇理論國內(nèi)外研究的介紹,以及相關(guān)的理論基礎(chǔ)。第三章為研究方法,該章包括研究問題,研究對象和工具且呈現(xiàn)了研究的過程。第四章為論文的結(jié)果及數(shù)據(jù)分析,由搜集材料和分析數(shù)據(jù)結(jié)果組成。最后一章為結(jié)論,在該章作者總結(jié)了論文的主要結(jié)果,指出論文的局限性,并提出進一步的建議。
[Abstract]:Vocabulary is an important part of English learning. The size of vocabulary has a direct impact on the foreign language proficiency of a foreign language learner. Vocabulary learning is gradually regarded as the most difficult task for high school students. Teachers find a set of scientific and effective English vocabulary teaching methods in time. It is imperative to increase students' vocabulary. Therefore, this paper focuses on the application of prototype category theory in senior English vocabulary teaching. Prototype category theory holds that prototype is the best and most typical of all meanings of words. Other meanings are constructed around archetypes, which emphasize the connection between the central meaning and the marginal meaning, based on the prototype category theory in cognitive linguistics. This thesis has carried on the empirical research in the senior high school vocabulary teaching. This thesis has raised the following question: 1. Can the vocabulary teaching with the application of the prototype category theory enhance the students' vocabulary ability? 2. Vocabulary teaching based on prototype category theory can improve students' short-term memory or delayed memory. 3. Can vocabulary teaching based on prototype category theory stimulate students' interest in vocabulary learning? This thesis takes the empirical research as the research method. In the second grade of Jinzhou No. 1 Senior Middle School, two classes are selected. One class is the experimental class, the other is the control class. The experiment is carried out for 14 weeks. At the end of the experiment, Based on the analysis of experimental data, All the data were obtained through experiments and analyzed by spss11.5. Students from both classes would answer questionnaire I. according to the questionnaire, the author would find out the current situation of high school students' English vocabulary learning. In the experimental class, At the same time, the traditional teaching method was applied in the control class. Immediately after the first class, the students in the experimental class and the control class were tested immediately. In the first class of the second week, In the last week of the experiment, the students in the experimental class and the control class completed the post-test, and the students in the experimental class completed the second questionnaire. According to the results of the experiment, the teaching based on the prototype category theory can improve the students' vocabulary level. Under the guidance of prototype category theory, the teaching can improve the students' short-term memory and long-term memory. Finally, The application of prototype category theory in vocabulary teaching can stimulate students' interest in learning English vocabulary. This paper consists of five chapters. The first chapter is an introduction, including the background, purpose, importance and summary of the thesis. Chapter two is a literature review. Including the introduction of prototype category theory at home and abroad, as well as the relevant theoretical basis. Chapter three is the research methods, this chapter includes the research issues, The fourth chapter is the results of the paper and the data analysis, which consists of the collected materials and the analysis data results. The last chapter is the conclusion. In this chapter, the author summarizes the main results of the paper. The limitations of the paper are pointed out and further suggestions are put forward.
【學(xué)位授予單位】：渤海大學(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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本文編號：1663863