作為常見(jiàn)的語(yǔ)言現(xiàn)象,多義詞是英語(yǔ)詞匯的重要部分,也是英語(yǔ)學(xué)習(xí)的重難點(diǎn)。原型范疇理論對(duì)多義詞的研究認(rèn)為多義詞的所有義項(xiàng)中通常存在一個(gè)原型義,其他邊緣義以原型義為基礎(chǔ)通過(guò)認(rèn)知理?yè)?jù)衍生而來(lái),所有義項(xiàng)構(gòu)成以原型義為核心的語(yǔ)義范疇。理論上,原型范疇理論能夠?yàn)橛⒄Z(yǔ)多義詞的習(xí)得提供更加高效的指導(dǎo)。本研究旨在以高中英語(yǔ)學(xué)習(xí)者為研究對(duì)象,主要回答以下問(wèn)題:1)對(duì)照傳統(tǒng)教學(xué)法,原型范疇理論指導(dǎo)的教學(xué)法對(duì)高中英語(yǔ)多義詞習(xí)得效果是否有影響?2)從多義詞的理解性知識(shí)和產(chǎn)出性知識(shí)兩方面分析具體有何影響?3)造成這種多義詞習(xí)得效果差異的原因是什么?本研究以對(duì)照實(shí)驗(yàn)的形式對(duì)浙江省杭州市某高中水平相當(dāng)?shù)膬蓚�(gè)班級(jí)進(jìn)行了為期兩個(gè)月的教學(xué)試驗(yàn)。對(duì)實(shí)驗(yàn)班49人采用原型范疇理論指導(dǎo)下的多義詞教學(xué)法,對(duì)對(duì)照班48人采用傳統(tǒng)多義詞教學(xué)法。實(shí)驗(yàn)后對(duì)學(xué)生進(jìn)行及時(shí)后測(cè),一個(gè)月后進(jìn)行延時(shí)后測(cè)。后測(cè)結(jié)束后對(duì)兩個(gè)班的隨機(jī)8名學(xué)生進(jìn)行進(jìn)一步訪談。對(duì)所有實(shí)驗(yàn)數(shù)據(jù)進(jìn)行收集處理后,利用SPSS 24.0統(tǒng)計(jì)分析。結(jié)合定性與定量研究分析,可得出如下結(jié)論:1)與傳統(tǒng)教學(xué)法相比,原型范疇理論指導(dǎo)下的多義詞教學(xué)對(duì)高中生的多義詞習(xí)得具有積極的促進(jìn)作用。2)首先,... 

【文章來(lái)源】：南京師范大學(xué)江蘇省211工程院校

【文章頁(yè)數(shù)】：85 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background
    1.2 Purpose and significance
    1.3 Layout of the thesis
Chapter Two Literature Review
    2.1 Definitions of polysemy
    2.2 Classifications of polysemy
    2.3 Different approaches to polysemy study
        2.3.1 Traditional approaches to polysemy study
        2.3.2 Cognitive approaches to polysemy study
    2.4 Empirical studies of polysemy acquisition abroad and at home
        2.4.1 Empirical studies of polysemy acquisition abroad
        2.4.2 Empirical studies of polysemy acquisition at home
    2.5 Summary
Chapter Three Theoretical foundations
    3.1 The Prototype Theory
    3.2 Cognitive motivation for meaning extension
        3.2.1 Conceptual Metaphor
        3.2.2 Conceptual Metonymy
    3.3 Extension patterns of polysemy
    3.4 Summary
Chapter Four Research Methodology
    4.1 Research questions
    4.2 Participants
    4.3 Data collection
        4.3.1 Research instruments
            4.3.1.1 Target words
            4.3.1.2 Immediate post-tests
            4.3.1.3 Delayed post-tests
            4.3.1.4 The interview
        4.3.2 Procedures
            4.3.2.1 The pilot test
            4.3.2.2 Teaching experiment
            4.3.2.3 Immediate post-tests
            4.3.2.4 Delayed post-tests
            4.3.2.5 The interview
    4.4 Methods for data analysis
Chapter Five Results and Discussion
    5.1 The overall effects of the Prototype Theory-based teaching method on students’acquisition of the target polysemy
    5.2 Students’acquisition of the target polysemy in terms of receptive knowledge and productive knowledge
    5.3 Reasons of the effects of the Prototype Theory-based teaching method o n students’acquisition of the target polysemy
Chapter Six Conclusion
    6.1 Major findings
    6.2 Pedagogical implications
    6.3 Limitations
    6.4 Suggestions for future studies
Bibliography
Appendix Ⅰ Teaching examples
Appendix Ⅱ The immediate post-tests
Appendix Ⅲ The delayed post-tests
Appendix Ⅳ The interview outline
Acknowledgements


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