本文選題：原型范疇理論 + 詞匯教學(xué)��； 參考：《沈陽師范大學(xué)》2017年碩士論文

【摘要】：詞匯是語言的基礎(chǔ),世界上沒有任何一種語言是沒有詞匯的。然而在外語教學(xué)中,詞匯教學(xué)并沒有占據(jù)重要的位置。而更多的是基于學(xué)生課后自己的努力。教師在詞匯教學(xué)上更多的采取傳統(tǒng)教學(xué)法,導(dǎo)致學(xué)生認為詞匯學(xué)習是一項枯燥以及困難的任務(wù)。鑒于高職學(xué)生已經(jīng)形成的心理認知和態(tài)度。研究者以原型范疇理論為基礎(chǔ),試圖解決以下兩個問題:1)原型范疇理論在詞匯教學(xué)應(yīng)用后,學(xué)生對詞匯學(xué)習的態(tài)度和自主性是什么?2)原型范疇理論是否能夠幫助學(xué)生在詞匯量及詞匯理解深度上有所提高?針對這兩個問題,研究者在某高職一年級做了實驗。實驗在兩個班進行分別為對照班和實驗班。對照班采用傳統(tǒng)教學(xué)法,即老師領(lǐng)讀,解釋詞義和用法,最后造句和練習。實驗班采用以原型范疇理論為理論支撐的詞匯教學(xué)。以所學(xué)的單詞為原型,進而根據(jù)范疇理論將相關(guān)的單詞羅列并構(gòu)成語義網(wǎng)絡(luò),使學(xué)生不易忘記詞匯以及更好的理解詞匯。研究者運用了調(diào)查問卷,訪談,前測和后測的研究方法。通過調(diào)查問卷和訪談的結(jié)果可知實驗班的詞匯學(xué)習態(tài)度和自主性有所提高。在SPSS17.0的幫助下,研究者將前測與后測成績進行對比。研究者發(fā)現(xiàn)實驗班的詞匯量和詞匯理解能力遠遠高于對照班。因此原型范疇理論指導(dǎo)下的詞匯教學(xué),對學(xué)生態(tài)度,自主性,單詞量及詞匯理解能力都有積極影響。
[Abstract]:Vocabulary is the foundation of language, and no language in the world is without vocabulary. However, vocabulary teaching does not occupy an important position in foreign language teaching. And more is based on the students after class their own efforts. Teachers adopt more traditional teaching methods in vocabulary teaching, which leads students to think vocabulary learning is a boring and difficult task. In view of the higher vocational students have formed psychological cognition and attitude. Based on the prototype category theory, the researcher tries to solve the following two questions: 1) the prototype category theory is applied in vocabulary teaching. What is the attitude and autonomy of students towards vocabulary learning? (2) can the prototype category theory help students improve their vocabulary size and understanding depth? In view of these two problems, the researcher made an experiment in the first grade of a certain higher vocational school. The experiment was conducted in two classes: the control class and the experimental class. The control class adopts the traditional teaching method, that is, the teacher leads the reading, explains the meaning and usage of words, and finally builds sentences and exercises. The experimental class adopts vocabulary teaching supported by prototype category theory. Taking the words learned as the prototype, the relevant words are listed according to the category theory and the semantic network is formed, which makes it difficult for the students to forget the words and better understand the words. The researchers used questionnaires, interviews, pre-and post-test research methods. The results of questionnaire and interview show that the attitude and autonomy of vocabulary learning in the experimental class have been improved. With the help of SPSS17.0, the researchers compared pre-and post-test scores. The researchers found that the vocabulary and vocabulary comprehension ability of the experimental class was much higher than that of the control class. Therefore, the teaching of vocabulary under the guidance of prototype category theory has a positive effect on students' attitude, autonomy, vocabulary quantity and vocabulary comprehension ability.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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