本文選題：詞匯語用學(xué) + 語用充實(shí)��； 參考：《長安大學(xué)》2017年碩士論文

【摘要】：一詞多義(polysemy)是英語詞匯的一大特色。英語中純粹的單義詞很少,絕大多數(shù)詞都是多義詞。多義詞因其多義性、指向的不確定性等會(huì)出現(xiàn)歧義、模糊等現(xiàn)象。在大學(xué)英語詞匯教學(xué)中,教師如何引導(dǎo)學(xué)生掌握多義詞的多個(gè)義項(xiàng)以及從中選擇出合適的義項(xiàng)靈活地在線理解詞匯含義一直是英語教學(xué)所面臨的困境。本文在語用充實(shí)理論研究的基礎(chǔ)上,從多義詞的義項(xiàng)講解和練習(xí)設(shè)計(jì)改進(jìn)了多義詞的教學(xué)方法,并應(yīng)用于一次教學(xué)實(shí)驗(yàn)研究。實(shí)驗(yàn)研究的主要目的是檢驗(yàn)語用充實(shí)理論指導(dǎo)下的多義詞教學(xué)是否能夠提高學(xué)生對多義詞的多個(gè)義項(xiàng)的記憶和運(yùn)用能力。筆者對西安某高校本科一年級(jí)非英語專業(yè)的兩個(gè)基礎(chǔ)相當(dāng)?shù)钠叫邪嗟?1名學(xué)生進(jìn)行了為期7周的教學(xué)實(shí)驗(yàn)。教學(xué)實(shí)驗(yàn)在常規(guī)英語課堂內(nèi)進(jìn)行,實(shí)驗(yàn)班和控制班的任課教師為同一人。任課教師對實(shí)驗(yàn)班采取語用充實(shí)理論指導(dǎo)下的教學(xué)方法組織教學(xué)活動(dòng),對控制班用傳統(tǒng)的詞匯教學(xué)方法進(jìn)行教學(xué)。實(shí)驗(yàn)結(jié)束后,對兩個(gè)班進(jìn)行多義詞測試,并用SPSS統(tǒng)計(jì)軟件對測試成績進(jìn)行統(tǒng)計(jì)分析。實(shí)驗(yàn)結(jié)果表明,語用充實(shí)理論指導(dǎo)下的多義詞教學(xué)能有效提高學(xué)生的多義詞的多個(gè)義項(xiàng)的記憶,但在運(yùn)用能力的提升上面不明顯。針對實(shí)驗(yàn)結(jié)果,分析了背后可能存在的原因以及本研究的不足之處,并對未來研究提出了建議。本文所提出的語用充實(shí)理論指導(dǎo)下的多義詞教學(xué)有助于激發(fā)學(xué)生對所學(xué)詞匯進(jìn)行深度加工,幫助他們搭建語義網(wǎng)絡(luò)體系,提高記憶效率,同時(shí)可引導(dǎo)學(xué)生深刻體會(huì)語境對多義詞的理解和選擇的作用,從而樹立正確的語言習(xí)得觀。
[Abstract]:Polysemy is a feature of English vocabulary. There are few pure mononyms in English, most of which are polysemous words. Polysemy is ambiguous and ambiguous because of its polysemy and uncertainty of direction. In college English vocabulary teaching, how to guide students to master multiple meanings of polysemous words and how to choose appropriate meanings to understand vocabulary meaning flexibly and online has always been a dilemma in English teaching. Based on the study of pragmatic enrichment theory, this paper improves the teaching method of polysemous words from the meaning explanation and practice design of polysemous words, and applies it to a teaching experiment. The main purpose of the experiment is to test whether the teaching of polysemous words under the guidance of pragmatic enrichment theory can improve the students' ability to remember and use multiple meanings of polysemous words. The author conducted a 7-week teaching experiment on 81 students in two basic parallel classes of non-English majors in the first year of a university in Xi'an. The teaching experiment is conducted in the regular English classroom. The teachers in the experimental class and the control class are the same. Under the guidance of pragmatic enrichment theory, teachers organize teaching activities in the experimental class, and teach the control class with the traditional vocabulary teaching method. At the end of the experiment, polysemous words were tested in two classes, and the test results were statistically analyzed with SPSS software. The experimental results show that the teaching of polysemous words under the guidance of pragmatic enrichment theory can effectively improve students' memory of multiple meanings of polysemous words, but it is not obvious in improving their ability to use polysemous words. Based on the experimental results, the possible reasons behind the research and the shortcomings of this study are analyzed, and suggestions for future research are put forward. The teaching of polysemous words under the guidance of pragmatic enrichment theory proposed in this paper is helpful to stimulate students to further process the words they have learned, to help them set up a semantic network system and to improve their memory efficiency. At the same time, it can guide the students to understand and choose polysemous words deeply, so as to set up a correct view of language acquisition.
【學(xué)位授予單位】：長安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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