摘要詞匯是語言必不可缺的一部分,是構(gòu)成語言的基礎(chǔ)。2007年教育部頒發(fā)的《大學(xué)英語教學(xué)大綱》對(duì)學(xué)生的詞匯量及詞匯知識(shí)的掌握提出了明確的要求。然而,目前大學(xué)生的詞匯量遠(yuǎn)未達(dá)到大綱要求的標(biāo)準(zhǔn),并且在大學(xué)英語詞匯教學(xué)中存在一種普遍的現(xiàn)象：學(xué)生花費(fèi)了大量時(shí)間,得到的效果卻不理想。表現(xiàn)為詞匯記憶力低下,詞匯掌握分散,形近詞辨別能力低等。根據(jù)大學(xué)生的認(rèn)知特點(diǎn)和規(guī)律,本文設(shè)計(jì)了關(guān)于詞匯學(xué)習(xí)和教學(xué)的問卷調(diào)查,結(jié)果發(fā)現(xiàn)產(chǎn)生這些問題的一個(gè)主要原因是,學(xué)生的詞匯學(xué)習(xí)和教師的詞匯教學(xué)都沒有充分認(rèn)識(shí)和運(yùn)用英語詞匯語義關(guān)系的認(rèn)知特點(diǎn)和規(guī)律。學(xué)生和教師通常忽略目標(biāo)詞匯與其他詞匯之間基于語義關(guān)系的內(nèi)部聯(lián)系,以一種單獨(dú)孤立的方法記憶學(xué)習(xí)和教學(xué)單詞。由于原型理論能夠?qū)τ⒄Z詞匯的語義關(guān)系有獨(dú)到的分析,對(duì)英語詞匯教學(xué)有重要的指導(dǎo)作用,所以為了改進(jìn)大學(xué)生英語詞匯學(xué)習(xí)和教學(xué)狀況,本文運(yùn)用認(rèn)知語言學(xué)的原型理論對(duì)英語詞匯的語義關(guān)系進(jìn)行了理論研究,探索了原型效應(yīng)在英語同義、反義、上下義、-詞多義等語義關(guān)系上的體現(xiàn)。通過對(duì)此理論的分析運(yùn)用,本文目標(biāo)旨在幫助學(xué)生擴(kuò)大詞匯量并且提高詞匯記憶效果。在理論探討的前提下,本文還通過實(shí)證研究探索了原... 

【文章來源】：四川師范大學(xué)四川省

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Introduction
Chapter One Vocabulary Learning and Teaching of College Students
    1.1 The Vocabulary Demands in Syllabus for College Students
    1.2 The Situation of English Vocabulary Learning and Teaching at College
        1.2.1 The Current Situation of College Students' Vocabulary Learning
        1.2.2 The Disadvantages of Traditional Ways to Vocabulary Teaching
Chapter Two The Introduction to Prototype Theory and Its Effects in Vocabulary
    2.1 Prototype Theory
        2.1.1 Wittgenstein's Family Resemblance
        2.1.2 Rosch and Her Prototype Theory
        2.1.3 The Basic Ideas of Prototype Theory
    2.2 Categories and Vocabulary
        2.2.1 Basic Level Categories and its Embodiment in Vocabulary
        2.2.2 Superordinate Level Categories and its Embodiment in Vocabulary
        2.2.3 Subordinate Level Categories and its Embodiment in Vocabulary
    2.3 Prototype Effects in Words
        2.3.1 Prototype Effect in Synonyms
        2.3.2 Prototype Effect in Antonyms
        2.3.3 Prototype Effect in Hyponymy Semantic Relations
        2.3.4 Prototype Effect in Polysemy
    2.4 Current Studies of the Application of Prototype Theory Abroad and Domestic
Chapter Three Vocabulary Learning and Teaching Experiments Based on the Prototype Theory
    3.1 Methodology
        3.1.1 Objectives
        3.1.2 Subjects
        3.1.3 Research Methods of Experiments
        3.1.4 Experimental Procedures
        3.1.5 Data Collection
    3.2 Data Analysis and Discussions
        3.2.1 Contrastive Analysis of the Experiment One
        3.2.2 Contrastive Analysis of the Experiment Two
    3.3 Limitations of Research and Suggestions for Further Study
Chapter Four Pedagogic Implication for College English Vocabulary Teaching
    4.1 Focusing on the Teaching of Basic Level Terms
    4.2 Attaching Importance to Semantic Association between the Lexical Meanings of Polysemy
    4.3 Laying Emphasis on Semantic Extension Strategy
Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Acknowledgements



本文編號(hào)：3158155