詞匯是構(gòu)成語(yǔ)言的三大基本要素(語(yǔ)音、詞匯、語(yǔ)法)之一,是語(yǔ)音和語(yǔ)法的載體,沒有詞匯就沒有所謂的句子以及語(yǔ)篇,所以詞匯學(xué)習(xí)是外語(yǔ)學(xué)習(xí)的基礎(chǔ)。很多學(xué)者認(rèn)為對(duì)于第二語(yǔ)言的讀者來(lái)說(shuō),閱讀的障礙不是閱讀策略問(wèn)題,而是詞匯量的問(wèn)題。沒有語(yǔ)法,人們可以表達(dá)很多東西,但是沒有詞匯,人們則無(wú)法表達(dá)任何東西。詞匯習(xí)得在語(yǔ)言教學(xué)中的中的重要性不言而喻。現(xiàn)在我國(guó)高中英語(yǔ)教學(xué)不大樂(lè)觀,尤其是詞匯教學(xué)與學(xué)習(xí)。英語(yǔ)詞匯教學(xué)被認(rèn)為是乏味并且低效的。鑒于高中生已經(jīng)形成了一定的心理認(rèn)知感受,范疇化理論作為認(rèn)知語(yǔ)言學(xué)的基石,為高中英語(yǔ)詞匯教學(xué)提供了一個(gè)新的視角。基于認(rèn)知語(yǔ)言學(xué)中的范疇理論,本論文在高中詞匯教學(xué)中進(jìn)行了實(shí)證研究。本論文提出了如下的問(wèn)題。第一,范疇化理論在英語(yǔ)詞匯教學(xué)中應(yīng)用的效果是什么;第二,運(yùn)用范疇理論進(jìn)行詞匯教學(xué)能否改變學(xué)生對(duì)英語(yǔ)詞匯學(xué)習(xí)的態(tài)度。此次研究以教學(xué)實(shí)驗(yàn)為主,同時(shí)結(jié)合問(wèn)卷,前測(cè)、后測(cè)以及訪談的形式在高中一年級(jí)學(xué)生中進(jìn)行實(shí)證研究,做了數(shù)據(jù)的統(tǒng)計(jì)與分析。通過(guò)前測(cè)、后測(cè)數(shù)據(jù)的對(duì)比分析可知,運(yùn)用范疇理論進(jìn)行詞匯教學(xué)的實(shí)驗(yàn)班學(xué)生成績(jī)明顯高于使用以往教學(xué)方法的控制班的學(xué)生。根據(jù)學(xué)生對(duì)實(shí)驗(yàn)前后問(wèn)卷以及訪談的回答...

【文章頁(yè)數(shù)】：103 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Category Theory
        2.1.1 Definitions of Category and Categorization
        2.1.2 Development of Category Theory
        2.1.3 Prototype Category Theory
        2.1.4 Category Levels
    2.2 English Vocabulary Teaching
        2.2.1 Definitions of Vocabulary
        2.2.2 Methods of English Vocabulary Teaching
    2.3 Relations between Category Theory and Vocabulary Teaching
    2.4 Previous Studies of English Vocabulary Teaching Based on CategoryTheory
        2.4.1 Studies Abroad
        2.4.2 Studies at Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Pre-test and Post-test
        3.3.3 Interview
    3.4 Procedure
        3.4.1 Teaching Procedure in the Control Class
        3.4.2 Teaching Procedure in the Experimental Class
    3.5 Data Collection and Analysis
Chapter 4 Results and Discussion
    4.1 Results
        4.1.1 Results of Questionnaires
        4.1.2 Results of Pre-test and Post-test
        4.1.3 Results of Interview
    4.2 Discussion
        4.2.1 Discussion on the Effectiveness of Category Theory on EnglishVocabulary Teaching
        4.2.2 Discussion on students’ Change of Attitudes toward English Vocabulary Learning
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E



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