多義詞的教學(xué)對外語教師和外語學(xué)習(xí)者來說一直是個難題，主要是因為受傳統(tǒng)語言學(xué)研究的影響，多義詞義項之間的關(guān)系被看成是獨立而沒有相互關(guān)系的。對于多義詞各個義項的習(xí)得，要么是通過死記硬背來記憶，要么就是利用語境因素來推測。然而，死記硬背極其耗時且不利于長時記憶。此外，一些國內(nèi)外相關(guān)研究表明，利用語境線索去推測多義詞的義項不是人們所期待的那么有效；更重要的是，它無法幫助促進長期記憶。 隨著認知語言的興起與發(fā)展，多義詞習(xí)得已成為認知語言學(xué)研究的熱點之一。認知語言學(xué)對于多義詞的研究發(fā)現(xiàn):1)多義詞的各個義項組成了一個范疇，在這個范疇里通常有一個核心意義，或者最基本的原型意義。所有其他的意義是在原型意義的基礎(chǔ)上，通過家族相似性聯(lián)系在一起的。這些相互聯(lián)系的意義構(gòu)成了一個以核心意義為原型的語義范疇。2)多義詞的詞意的擴展主要是通過隱喻、轉(zhuǎn)喻等認知手段來實現(xiàn)的。在國外，一些應(yīng)用語言學(xué)家已經(jīng)把認知語言學(xué)的多義性理論應(yīng)用于二語學(xué)習(xí)者英語多義詞習(xí)得的實證研究，取得了一定的成果。但仍有一些未能覆蓋到的地方：1)缺少學(xué)習(xí)者對原型理論的了解學(xué)習(xí)能否幫助其提高目標詞的產(chǎn)出能力的相關(guān)研究;2)缺少此理論對長期記憶是否有幫...

【文章頁數(shù)】：90 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance and Purpose
    1.3 Research Questions
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Definition of Polysemy
    2.2 Polysemy and Homonymy
    2.3 Classifications of Polysemous Words
    2.4 Three Motivations of Semantic Evolution
    2.5 Semantic Change Mode and Polysemy
    2.6 Studies on Polysemous Words Acquisition at Home and Abroad
        2.6.1 Studies Abroad
        2.6.2 Studies at Home
Chapter Three Theoretical Framework
    3.1 Category and the Classical Theory of Category
    3.2 The Prototype Theory
        3.2.1 The Development of the Prototype Theory
        3.2.2 The Characteristics of Prototype Theory
    3.3 The Prototype Theory and Polysemous Words
    3.4 Cognitive Devices of Polysemy Extension--Metaphor and Metonymy
        3.4.1 Metaphor
        3.4.2 Metonymy
    3.5 Extension Pattern of the Meanings of a Polyseme
    3.6 The Context and Polysemy
Chapter Four Methodology
    4.1 Research Questions:
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 English-Chinese Translation
        4.3.3 Chinese-English Translation
    4.4 Research Procedures
        4.4.1 Pretest
        4.4.2 Teaching Activities
        4.4.3 Post-test 1
        4.4.4 Post-test 2
    4.5 Data Collection and Analysis
    4.6 The Implementation of Teaching Activities
        4.6.1 Teaching Activities in EC
        4.6.2 Teaching Activities in CC
Chapter Five Results and Discussion
    5.1 Data Analysis of Pretest and Discussion
        5.1.1 Inferring the Meaning of Regular and Irregular Polysemes by Context
        5.1.2 Analysis of the Result of the Independent Samples T-test of Pretest
    5.2 Data Analysis of Questionnaires and Discussion
    5.3 Data Analysis of Post-test 1 and Discussion
    5.4 Data Analysis of Post-test 2 and Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications for English Polysemes Teaching
        6.2.1 Attaching Great Importance to the Prototypical Meaning of a Polyseme
        6.2.2 Cultivating Students’ Ability to Use or at Least Understand Metaphor and Metonymy
    6.3 Limitations
    6.4 Suggestions for Future Research
References:
Appendix Ⅰ 問卷調(diào)查表
Appendix Ⅱ PRETEST
Appendix Ⅲ 實驗班上課材料
Appendix Ⅳ 對照班上課材料
Appendix Ⅴ POST-TEST 1
Appendix Ⅵ POST-TEST 2
Appendix Ⅶ 前測、后測測試結(jié)果原始數(shù)據(jù)



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