论文题目：基于原型范畴理论的非英语专业英语词汇教学实证研究
摘要：《大学英语教学指南》（2020版）提出“除高中阶段所掌握的基本单词外,建议学生在本科阶段多掌握3000个单词,其中600个单词与学术研究或职业密切相关”（教育部,2020）。这一标准对大学英语词汇学习提出了更高的要求,也凸显了英语词汇学习的重要性。在语言学习领域,词汇教学方法一直备受重视,尤其是基于原型范畴理论的词汇教学方法。原型范畴理论认为,应以学习者最易获得的核心义项为原型,依据家族相似性,通过隐喻和转喻,不断向外扩展而逐步形成语义范畴,并以此来促进词汇学习。本研究将原型范畴理论应用到非英语专业大学英语词汇学习中,以期探讨原型范畴理论对大学英语词汇教学的重要意义。本研究以原型范畴理论为理论基础,选取西北师范大学大二汉语言文学系的90名学生为研究被试,探讨“基于原型类别理论的英语词汇教学能否通过词汇的形式,含义和使用来提高学习者的词汇成绩?”以及“基于原型范畴理论的词汇教学对学习者词汇学习策略有何影响”两个研究问题。本研究的研究工具是问卷、词汇测试和访谈,并采用24.0版本的SPSS统计软件对数据进行分析,得到以下结果:（1）基于原型范畴理论的词汇教学对学习者的成绩在词汇的形式、意义、使用方面均有显著提升。（2）基于原型范畴理论的词汇教学对学习者词汇策略有积极影响,能引导学习者在词汇学习时有意识的使用认知策略及元认知策略。并通过这些学习策略能有效地提高学习者的词汇习得能力,以及学习效率,扩大词汇量并加深对词汇的理解。尽管本研究存在一些局限,如被试人数较少,实验时间短等,但本研究依旧获得很多教学启示。主要启示有:在词汇教学中,教师应重视对词汇原型义项的讲解,通过词汇语义延伸机制,扩大词汇的深度和广度。其次,应当引导学生使用有效的学习策略,以提高学习效率。
关键词：原型范畴理论;英语词汇教学;大学英语非英语专业
学科专业：课程与教学论
Abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
Chapter Two Literature Review
2.1 Previous Researches on Prototype Category Theory Abroad and at Home
2.1.1 Previous Researches on the Prototype Category Theory Abroad
2.1.2 Previous Researches on the Prototype Category Theory at Home
2.2 Previous Researches on English Vocabulary Teaching Abroad and at Home
2.2.1 Previous Researches on English Vocabulary Teaching Abroad
2.2.2 Previous Researches on English Vocabulary Teaching at Home
2.3 Researches on English Vocabulary Teaching Based on Prototype Category Theory
2.4 Summary
Chapter Three Theoretical Framework
3.1 Prototype Category Theory
3.1.1 Basic Level Category
3.1.2 Prototype Effect on Word Class and Word Formation
3.2 Cognitive model
3.2.1 Metaphor and Metonymy
3.2.2 Prototype Effect on Metaphor and Metonymy
Chapter Four Methodology
4.1 Research Questions
4.2 Participants
4.3 Research Instruments
4.3.1 Tests
4.3.2 Questionnaires
4.3.3 Interviews
4.4 Procedure of Research
4.4.1 Teaching Process in the Experimental Class
4.4.2 Teaching Process in the Control Class
4.5 Data Collection and Analysis
Chapter 5 Results and Discussion
5.1 Results and Discussion of Students’Vocabulary Performance
5.1.1 Results and Discussion of the Pre-test
5.1.2 Results and Discussion of the Post-test
5.2 Results and Discussion of the Vocabulary Learning Strategies
5.2.1 Results and Discussion of the Pre-questionnaire
5.2.2 Results and Discussion of Post-questionnaire
5.3 Results and Discussion from the Interview
Chapter 6 Conclusion
6.1 Major Findings
6.2 Implications for English Vocabulary Teaching
6.3 Limitations of the Study
6.4 Suggestions for Further Research
REFERENCES
Appendix Ⅰ Pre-Test Paper
Appendix Ⅱ Post-Test Paper
Appendix Ⅲ Questionnaire
Appendix Ⅳ Interview
Appendix Ⅴ Vocabulary Examples
ACKNOWLEDGMENTS