语言认知理据驱动的小学英语多义词教学效果研究
发布时间：2024-01-18 17:45
“多义词”词义不同却相关。现在,在学校里,多义词有两种传统的学习方式。一是散乱机械的背诵方式,导致记忆负担大,学习效果不理想。第二种方式,一词多义只有一个高度概括的意义,其他的意义则在语境中扩展,使用这种方法进行教学,每个单词都需要在特定的上下文中学习,大大降低了学习效率。近年来,基于认知语言驱动的多义词教学取得了一定的成效。目前,这种研究仅限于中学和大学生。尽管早期学习者在学习多义词时也面临困难,但很少有研究者将认知语言驱动用于小学多义词教学。本研究旨在探讨以认知语言驱动为基础的多义词教学在小学阶段的效果。根据小学生的特点,所采用的方法是直观、具体的认知语言驱动方法。具体研究问题包括:(1)基于认知语言驱动的词汇教学是否更有效地帮助小学生提高多义词的词义记忆,使用这种教学方法达到的记忆效果是否更显著?(2)通过认知语言驱动,能更有效果地提高小学生在新语境下推测多义词词义的能力吗?本文选取广州市增城区新塘镇南安小学八十四名四年级学生作为研究对象。分为实验班和控制班。在实验开始时,对两个班学生对多义词的掌握程度和推测能力进行了前测。实验班采用认知动机教授多义词(N=42),对照班采用常规...
【文章页数】：96 页
【学位级别】：硕士
【文章目录】：
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
本文编号：3879737
【文章页数】：96 页
【学位级别】：硕士
【文章目录】：
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
本文编号：3879737
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