傳統(tǒng)教學(xué)法中,教師將建構(gòu)主義的學(xué)習(xí)理論應(yīng)用于詞匯教學(xué)中,只重視語言的內(nèi)部結(jié)構(gòu)。導(dǎo)致學(xué)生機(jī)械記憶多義詞,學(xué)習(xí)興趣低,學(xué)習(xí)效果不理想。隨著認(rèn)知語言學(xué)的發(fā)展,以原型理論為視角研究多義詞得到了學(xué)術(shù)界的關(guān)注。本文從認(rèn)知語言學(xué)的原型范疇理論出發(fā),探究以下三個問題:1.基于原型范疇理論的多義詞教學(xué)是否能提高高中生對多義詞的學(xué)習(xí)興趣?2.基于原型范疇理論的多義詞教學(xué)是否有助于高中生的多義詞習(xí)得?3.基于原型范疇理論的多義詞教學(xué)是否能提高高中生的多義詞猜詞能力?實驗選取錦州市鐵路高級中學(xué)高二年級的兩個平行班作為研究對象,每班50人。實驗班以原型范疇理論為指導(dǎo)進(jìn)行多義詞教學(xué)�？刂瓢嗖捎脗鹘y(tǒng)的多義詞教學(xué)模式。實驗前對學(xué)生進(jìn)行問卷調(diào)查了解學(xué)生對多義詞的學(xué)習(xí)興趣如何以及兩個班在興趣上是否存在顯著差異,實驗后再進(jìn)行同樣的問卷調(diào)查以檢驗原型范疇理論是否能提高學(xué)生多義詞學(xué)習(xí)興趣。兩個平行班在實驗前后分別進(jìn)行兩次測試,以檢驗兩個班在實驗前詞匯習(xí)得和猜詞能力是否有顯著差異,以及實施原型范疇理論后是否有助于學(xué)生這兩方面的能力,最后用SPSS對數(shù)據(jù)進(jìn)行分析。研究結(jié)果顯示,基于原型范疇理論的多義詞教學(xué)能夠提高高中生對多義詞學(xué)習(xí)...

【文章頁數(shù)】：86 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the research
    1.3 Overall structure of the thesis
Chapter Two Literature Review
    2.1 The introduction of the Prototype Theory
        2.1.1 Categories and Categorization
        2.1.2 Classical Category Theory
        2.1.3 The Development of Prototype Category Theory
    2.2 A Study of Polysemy
        2.2.1 The Definition of Polysemy
        2.2.2 The Study of Polysemy from the Structural and Cognitive Viewpoint
    2.3 Polysemy in the Scope of the Prototype Theory
        2.3.1 Core Sense and Meaning Extension
        2.3.2 Metaphor and Metonymy
        2.3.3 Application of Prototype Category Theory into Polysemy Teaching at Home and Abroad
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 The Questionnaire
        3.3.2 Tests
        3.3.3 Interview
        3.3.4 Teaching Materials
        3.3.5 Statistical means-SPSS
    3.4 Research procedure
    3.5 Teaching procedure
        3.5.1 Teaching procedure in CC
        3.5.2 Teaching procedure in EC
    3.6 Data Collection
Chapter Four Data Analysis and Discussion
    4.1 Analysis and Discussion of the Questionnaire
        4.1.1 Analysis and Discussion of Pre-questionnaire
        4.1.2 Analysis and Discussion of Post-questionnaire
    4.2 Analysis and Discussion of the tests
        4.2.1 Analysis and Discussion of Pre-test One
        4.2.2 Analysis and Discussion of Post-test One
        4.2.3 Analysis and Discussion of Pre-test Two
        4.2.4 Analysis and Discussion of Post-test Two
    4.3 Analysis and Discussion of the Interview
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions for further study
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Test One
Appendix Ⅲ Test Two
Appendix Ⅳ Interview Questions
Acknowledgements
The list of the research papers published by author



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