本文選題：原型范疇理論　切入點(diǎn)：初中詞匯教學(xué)　出處：《渤海大學(xué)》2017年碩士論文

【摘要】：詞匯是英語(yǔ)學(xué)習(xí)的重要組成部分。詞匯量的大小對(duì)于一個(gè)外語(yǔ)學(xué)習(xí)者的外語(yǔ)水平有著直接的影響。大多數(shù)初中生學(xué)單詞都是孤立地看待詞匯,死記硬背,缺乏有效的詞匯學(xué)習(xí)策略。教師的詞匯教學(xué)方法也比較單一。為了科學(xué)有效地增加學(xué)生詞匯量,提高學(xué)生的詞匯運(yùn)用能力,需要不斷探索新的詞匯教學(xué)方法。本文嘗試探究原型范疇理論對(duì)初中英語(yǔ)詞匯教學(xué)的影響。原型范疇理論認(rèn)為單詞的原型意義是其所有意義的中心,其它意義都是圍繞原型意義而構(gòu)建的,它強(qiáng)調(diào)了詞匯中心意義與邊緣意義的聯(lián)系。此理論從一個(gè)新的角度豐富了人們對(duì)詞匯教學(xué)的認(rèn)識(shí)。本文基于原型范疇理論,擬從以下三個(gè)問題入手進(jìn)行研究:1.基于原型范疇理論的詞匯教學(xué)能豐富學(xué)生的詞匯學(xué)習(xí)策略嗎?2.基于原型范疇理論的詞匯教學(xué)能促進(jìn)學(xué)生對(duì)多義詞的記憶嗎?3.基于原型范疇理論的詞匯教學(xué)能提高學(xué)生的詞匯能力嗎?本實(shí)驗(yàn)為期四個(gè)月,在丹東市振江學(xué)校初二年級(jí)選取兩個(gè)班級(jí)作為實(shí)驗(yàn)對(duì)象,分為實(shí)驗(yàn)班和控制班。實(shí)驗(yàn)班的42人采用基于原型范疇理論的詞匯教學(xué)法進(jìn)行教學(xué),控制班的42人采用傳統(tǒng)教學(xué)法。實(shí)驗(yàn)采取問卷調(diào)查,測(cè)試和訪談作為研究工具,所得數(shù)據(jù)采用SPSS 19.0進(jìn)行分析。本實(shí)驗(yàn)得出以下結(jié)論:應(yīng)用原型范疇理論教授詞匯能豐富學(xué)生詞匯學(xué)習(xí)策略,其中認(rèn)知策略和情感策略提高顯著;應(yīng)用原型范疇理論教授詞匯有助于學(xué)生對(duì)多義詞的理解與記憶;應(yīng)用原型范疇理論教授詞匯能提高學(xué)生的詞匯能力。盡管這種方法仍存在許多不足和缺陷,但它對(duì)初中詞匯教學(xué)提供了有益的方法。
[Abstract]:Vocabulary is an important part of English learning.The size of the vocabulary has a direct impact on the foreign language proficiency of a foreign language learner.Most junior high school students look at words in isolation, memorize them by rote, and lack effective vocabulary learning strategies.Teachers'vocabulary teaching methods are also relatively simple.In order to increase students' vocabulary scientifically and effectively and improve their ability to use vocabulary, it is necessary to explore new vocabulary teaching methods.This paper attempts to explore the impact of prototype category theory on English vocabulary teaching in junior high schools.The prototype category theory holds that the prototype meaning of a word is the center of all its meanings, while the other meanings are constructed around the prototype meaning, which emphasizes the connection between the lexical central meaning and the marginal meaning.This theory enriches people's understanding of vocabulary teaching from a new angle.Based on prototype category theory, this paper intends to study the following three problems: 1.Can vocabulary teaching based on prototype category theory enrich students' vocabulary learning strategies?Can the teaching of vocabulary based on prototype category theory promote students' memory of polysemous words?Can the vocabulary teaching based on the prototype category theory improve the students' vocabulary competence?The experiment lasted for four months. Two classes were selected as experimental objects in grade 2 of Zhenjiang School in Dandong City, which were divided into experimental class and control class.42 students in the experimental class were taught by the vocabulary teaching method based on the prototype category theory, and 42 students in the control class adopted the traditional teaching method.Questionnaires, tests and interviews were used as research tools, and the data were analyzed by SPSS 19.0.The conclusions of this experiment are as follows: applying prototype category theory to vocabulary teaching can enrich students' vocabulary learning strategies, among which cognitive strategies and affective strategies are improved significantly;Applying prototype category theory to teach vocabulary is helpful to students' understanding and memory of polysemous words, and applying prototype category theory to teaching vocabulary can improve students' vocabulary ability.Although this method still has many shortcomings and defects, it provides a useful method for junior high school vocabulary teaching.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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