“多義詞”詞義不同卻相關(guān)。現(xiàn)在,在學(xué)校里,多義詞有兩種傳統(tǒng)的學(xué)習(xí)方式。一是散亂機(jī)械的背誦方式,導(dǎo)致記憶負(fù)擔(dān)大,學(xué)習(xí)效果不理想。第二種方式,一詞多義只有一個高度概括的意義,其他的意義則在語境中擴(kuò)展,使用這種方法進(jìn)行教學(xué),每個單詞都需要在特定的上下文中學(xué)習(xí),大大降低了學(xué)習(xí)效率。近年來,基于認(rèn)知語言驅(qū)動的多義詞教學(xué)取得了一定的成效。目前,這種研究僅限于中學(xué)和大學(xué)生。盡管早期學(xué)習(xí)者在學(xué)習(xí)多義詞時也面臨困難,但很少有研究者將認(rèn)知語言驅(qū)動用于小學(xué)多義詞教學(xué)。本研究旨在探討以認(rèn)知語言驅(qū)動為基礎(chǔ)的多義詞教學(xué)在小學(xué)階段的效果。根據(jù)小學(xué)生的特點(diǎn),所采用的方法是直觀、具體的認(rèn)知語言驅(qū)動方法。具體研究問題包括:(1)基于認(rèn)知語言驅(qū)動的詞匯教學(xué)是否更有效地幫助小學(xué)生提高多義詞的詞義記憶,使用這種教學(xué)方法達(dá)到的記憶效果是否更顯著?(2)通過認(rèn)知語言驅(qū)動,能更有效果地提高小學(xué)生在新語境下推測多義詞詞義的能力嗎?本文選取廣州市增城區(qū)新塘鎮(zhèn)南安小學(xué)八十四名四年級學(xué)生作為研究對象。分為實驗班和控制班。在實驗開始時,對兩個班學(xué)生對多義詞的掌握程度和推測能力進(jìn)行了前測。實驗班采用認(rèn)知動機(jī)教授多義詞(N=42),對照班采用常規(guī)...

【文章頁數(shù)】：96 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of this Thesis
Chapter Two Literature Review
    2.1 Definition of Polysemy
    2.2 Linguistic Researches on Polysemy
        2.2.1 Independent Semantic Model and Polysemy
        2.2.2 Contextual Model and Polysemy
        2.2.3 Cognitive Semantic Model and Polysemy
        2.2.4 Summary
    2.3 Previous Researches on the Acquisition of Polysemous Words
        2.3.1 Researches Abroad
        2.3.2 Researches at Home
    2.4 Comments on Previous Studies
Chapter Three Theoretical Framework
    3.1 Linguistic Cognitive Motivation
    3.2 Classification of Linguistic Cognitive Motivation
        3.2.1 Polysemy and Prototype
        3.2.2 Polysemy and Metaphor
        3.2.3 Polysemy and Metonymy
    3.3 Application of Linguistic Cognitive Motivation to Polysemous WordsTeaching
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Teaching Material
    4.4 Instruments
    4.5 Research Procedure
        4.5.1 The Pretest
        4.5.2 Teaching Experiment
        4.5.3 The Post-test
        4.5.4 Data Collection and Data Analysis
Chapter Five Results and Discussion
    5.1 Results and Discussion of the Tests
        5.1.1 Results of the Pretest
        5.1.2 Results of the Post-test
        5.1.3 Results of the Pretest and Post-test within Classes
    5.2 Discussion of the Results
    5.3 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
        6.2.1 Attaching Importance to Prototype Meaning in PolysemyTeaching
        6.2.2 Attaching Importance to the Connection Between the Meaningsof Polysemous Words
    6.3 Limitations of the Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Appendix Ⅷ
Appendix Ⅸ
Appendix Ⅹ



本文編號：3879737