在外語教學(xué)中,詞匯教學(xué)是其中一個重要組成部分。而在詞匯教學(xué)中,一詞多義又是最難掌握的部分。教師們竭盡全力幫助學(xué)生提高詞匯量和詞匯運(yùn)用能力,但仍有學(xué)生在認(rèn)識文章所有單詞的前提下卻還是無法理解文章所表達(dá)的意思,問題在于多義詞的存在。多義詞是指一個單詞具有兩個或者兩個以上的詞義,是語言學(xué)研究中的一個重要課題。由于受傳統(tǒng)語言學(xué)研究的影響,語言學(xué)家們過于強(qiáng)調(diào)語言的外部結(jié)構(gòu),認(rèn)為多義詞的各個義項(xiàng)之間是沒有任何聯(lián)系的,忽視了語言內(nèi)部和外部的聯(lián)系。其無法給與多義詞一個完整的理解和解釋。本文主要是從認(rèn)知語言學(xué)的原型范疇理論出發(fā),將原型范疇理論應(yīng)用到大學(xué)英語多義詞教學(xué)中去,探討原型范疇理論對大學(xué)英語多義詞教學(xué)的重要意義,同時(shí)強(qiáng)調(diào)隱喻和轉(zhuǎn)喻認(rèn)知機(jī)制對詞義延伸所起到的重要作用。本實(shí)證研究以西安歐亞學(xué)院會計(jì)專業(yè)130人為受試對象,將其分為實(shí)驗(yàn)班和控制班。對實(shí)驗(yàn)班的學(xué)生采取以原型范疇理論為主,隱喻和轉(zhuǎn)喻兩大認(rèn)知機(jī)制為輔的多義詞教學(xué)模式;控制班進(jìn)行傳統(tǒng)的多義詞教學(xué)模式。經(jīng)過16周的教學(xué)試驗(yàn),將實(shí)驗(yàn)班和控制班的學(xué)生對多義詞的學(xué)習(xí)興趣和學(xué)習(xí)成績進(jìn)行了對比研究。實(shí)驗(yàn)所得數(shù)據(jù)均采用SPSS19.0軟件進(jìn)行了統(tǒng)計(jì)和分析,通過... 

【文章來源】：西安工業(yè)大學(xué)陜西省

【文章頁數(shù)】：93 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
1 Introduction
    1.1 Background of the study
    1.2 Purpose and significance of study
    1.3 Layout of the thesis
2 Literature Review
    2.1 Category theory study
        2.1.1 Aristotle's classical theory of category and family resemblance
        2.1.2 Ludwig Wittgenstein's classical categorization
        2.1.3 Further explanation of "family resemblances" by Rosch and Mervis
    2.2 The prototype category theory
    2.3 The study of polysemy
        2.3.1 Core sense and meaning extensions
        2.3.2 Chain effect
        2.3.3 Radial category
        2.3.4 Half radiation
    2.4 Related studies on polysemy at home and abroad
    2.5 Cognitive devices of polysemous extension: metaphor and metonymy
        2.5.1 Metaphor
        2.5.2 Metonymy
3 Methodology
    3.1 Objective
    3.2 Hypothesis
    3.3 Subjects
    3.4 Instruments
        3.4.1 The pre-questionnaire and the post-questionnaire
        3.4.2 Tests
    3.5 Teaching materials
    3.6 Teaching procedures
        3.6.1 Pre-questionnaire and pre-test before the experiment
        3.6.2 Classroom teaching
        3.6.3 Cultivation of students'self-taught consciousness
    3.7 Interview
4 Results and Discussion
    4.1 Results of the experiment
        4.1.1 Result of the pre-questionnaire
        4.1.2 Result of the post-questionnaire
        4.1.3 Result of the tests
        4.1.4 Result of interview
5 Implications for College English Vocabulary Teaching
    5.1 Implications for college English vocabulary teaching
    5.2 Polysemy teaching strategies
6 Conclusions
    6.1 Major findings of the research
    6.2 Suggestions for further studies
Bibliography
Acknowledgements
攻讀碩士學(xué)位期間發(fā)表的論文
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5



本文編號：3346727