原型理论指导下的大学英语词汇实证研究

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3.0 陈辉 2024-11-19 5 4 517.95KB 68 页 15积分
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II
摘 要
近年来，词汇教学方法、策略以及词汇的记忆已经成为研究的重点。在
我国，对于英语词汇教学的认识尚未统一，老师处理单词的方法比较传统，
学生抱怨单词记不住。为了更加有效提高词汇教学和学习，笔者通过实证研
究提出将原型理论应用于大学英语词汇教学。
认知语言学认为，知识是以网络的形式存在人脑中。在这个网络中，有
些位于中心，有些位于边缘。位于中心的知识就是该网络的原型，它们容易
被提取和记忆。根据原型范畴理论，人们对范畴的习得是从范畴中心成员（基
本层次范畴）开始认知的，向上可以习得高层次的范畴，向下可以习得低层
次的范畴。在对原型理论的有效性和可行性进行分析后，结合我国英语学习
者的语言环境和以及我国大学生自身的特点，本文将原型理论给予词汇教学
的启示策略（语境策略、注重基本词汇和词义原型以及上下属范畴策略）应
用于为期两个月的教学实验中，并设计了后期测试。通过实验结果分析，讨
论了利用原型理论改进的教学方法的有效性：提高了学生对词汇处理的认知
层次，记忆的效果和词汇的输出。此外，这种教学方式在激发学生的词汇学
习兴趣上也起到了一定的作用。
关键词：词汇 词汇教学 原型 范畴等级结构
III
ABSTRACT
Vocabulary learning strategies, skills and vocabulary memorization have become
the focus of present studies. Nevertheless, English vocabulary teaching in our country
has not attained a unanimous recognition; teachers deal with words in a traditional
way; students complain about their poor vocabulary. For an effective vocabulary
teaching and learning, the author attempts to apply prototype theory into college
vocabulary teaching with experimental study.
Cognitive linguistics holds that knowledge is stored as network in our brain.
Some are in the center, others in the marginal. Those in the center are prototype of
certain category, which is easy to recall and memorize. According to prototype theory,
people’s cognition starts from prototype or basic level category, and then extends into
superordinate and subordinate ones in the hierarchical structure. After a deep analysis
on the feasibility and availability of prototype theory, taking the present English
learning environment and the characteristics college students of our country into
consideration, the author brings the theory enlightenments such as context strategy,
focus on basic words and prototypical meaning and paradigmatic and syntagmatic
strategy into two-month teaching practice. The results of the post-test show the
effectiveness of the enhanced approach adopted with prototype theory which deepens
students’ cognition of vocabulary processing as well as vocabulary memorization and
which promotes students’ vocabulary output. Furthermore, students’ learning spirit is
aroused to certain extent in this approach.
Key Words: Vocabulary, Vocabulary Teaching, Prototype, Category
Hierarchical Structure
IV
CONTENTS
ACKNOWLEGEMENTS……....................................................................................Ⅰ
摘 要............................................................................................................................Ⅱ
ABSTRACT………………………………………………………………………………Ⅲ
Chapter One Introduction ..............................................................................................1
§1.1 Background and Rationale for the Study ........................................................... 1
§1.2 Purpose of the Study .......................................................................................... 4
§1.3 Research Hypotheses ......................................................................................... 5
§1.4 The Organization of the Thesis .......................................................................... 5
Chapter Two Literature Review .................................................................................... 7
§2.1 Early Approaches ............................................................................................... 7
§2.2 Vocabulary Control Movement .......................................................................... 8
§2.3 Structural Approach and Communicative Approach ....................................... 10
§2.4 Current Trends ..................................................................................................11
§2.5 Vocabulary Teaching in China ......................................................................... 12
Chapter Three Theoretical Preliminaries ...................................................................14
§3.1 The Definition of Word ....................................................................................14
§3.2 Basic Items in Vocabulary ................................................................................15
§3.3 Vocabulary Teaching and Learning ..................................................................17
§3.3.1 The Aims of College English Vocabulary Teaching .............................. 17
§3.3.2 Productive (active) VS Receptive (passive) Vocabulary ....................... 20
§3.3.3 Criteria for Vocabulary Selection ...........................................................21
§3.3.4 Vocabulary Teaching Procedures ........................................................... 22
§3.4 Memory in Vocabulary Learning ..................................................................... 24
Chapter Four Theoretical Foundation and Its Relevance to Vocabulary Teaching27
§4.1 The Background of Prototype Theory ..............................................................27
§4.1.1 Categorization: classical view vs. cognitive view ................................. 27
§4.1.2 Development and Experiments .............................................................. 28
§4.2 Prototype Characteristics ................................................................................. 29
§4.2.1 The Hierarchical Structure of Category ................................................. 29
§4.2.2 Prototype as an Ideal Cognitive Model ..................................................32
§4.2.3 The Prototypical Meaning of Word ........................................................32
§4.3 Prototype in Dynamic Status ........................................................................... 33
§4.3.1 Prototype & Context .............................................................................. 33
§4.3.2 Semantic Extension: Metaphor & Metonymy ....................................... 35
§4.4 Enlightenment for Vocabulary Teaching ..........................................................37
Chapter Five The Application of Prototype Theory in College English Teaching .. 39
§5.1 Hypotheses .......................................................................................................39
§5.2 Subjects & Materials ........................................................................................39
§5.3 Experiment Design & Theoretical Basis ..........................................................40
§5.3.1 Preparation (Words Selection) ............................................................... 42
§5.3.2 Classroom Presentation ..........................................................................44
§5.3.3 Consolidation......................................................................................... 46
§5.3.4 Post—test ............................................................................................... 48
§5.4 Results and Discussion .................................................................................... 49
Chapter Six Conclusion ................................................................................................ 54
Bibliography .................................................................................................................. 57
Appendix ........................................................................................................................ 61
在读期间公开发表的论文 ............................................................................................ 65
Chapter One Introduction
1
Chapter One Introduction
§1.1 Background and Rationale for the Study
As a fundamental component of any language, vocabulary is of critical
importance to language learners. The fact has already been demonstrated by many
well—known linguists: D.A. Wilkins (1972) discussed the importance of
vocabulary, saying “Without grammar very little can be convey; without vocabulary
nothing can be conveyed.” Just as Chomsky (1989) said, with the existence of
universal grammar, language is more of an issue of vocabulary. Laufer (1998) also
said that the great difference between native speakers and foreign language learners
lies in the quantity of vocabulary. It is clearly illustrated that without the mastery of
vocabulary, no one can use a language appropriately in communication.
As a key element to foreign language learning, vocabulary also plays a leading
role in the development of the basic skills of language—listening, speaking, reading,
writing and translating. None of the above can be improved without the dependence
on vocabulary. The vocabulary size directly decides the proficiency level.
According to Holmes and Singer’s multi—level reading theory, vocabulary is
essential in the college stage: “in article, vocabulary understanding accounts for
39% of the reading ability; vocabulary size, 47% of reading comprehension;
vocabulary recognition, 28% of reading speed ratio” (Singer, 1985:646). Clearly,
vocabulary teaching is the essential content and link for students’ coordinated
development.
However, this field has been ignored for a long time. Study on vocabulary
teaching failed to arouse people’s attention. It was not until 1970s that people began
to realize the importance of vocabulary teaching. D.A.Wilkins advocated lexical
semantics and attached much importance to it. F.Twaddell (1972) was against the
earlier researchers who focus on limited vocabulary quantity. He held that,
achieving mid—level, foreign language learners should enlarge their vocabulary
size not through memorizing word—list, but by way of guessing strategies.
M.Donley (1974) put up his new concept; he encouraged students to explore the
internal structure of lexicon and to emphasize the syntagmatic and paradigmatic
An Empirical Study on College English Vocabulary Teaching under the Guidance of Prototype
Theory
2
relationship, context and contrast. “8 C--C” (collocation, clines, clusters, cloze
procedures, context, consultation, cards, creativity, and guessing) concluded by
Brown in the 1980s represents the content and latest skills in vocabulary teaching.
Since the 1980s, people have brought linguistic theories into language teaching,
such as restricted collocations, semantic field theory and componential analysis
(Channel, 1981), which laid a solid foundation for vocabulary teaching. From all
the above, we know that foreign researchers show much concern on vocabulary
teaching and learning: on the one hand, they place vocabulary teaching in an
importance place; on the other hand, they bring their unique view of lexical
semantics into practice. In addition, vocabulary learning has been regarded as an
importance skill, through which we can explore what students learn and by which
means. But a question remains to be answered: what is the core issue of learning
English vocabulary and how to identify it.
Since 1979, college English teaching has experienced recovery, developing
and elevation periods: English has become the compulsory course in college;
College English Teaching Syllabus has been designed; test systems for CET4 as
well as CET6 have been set up. On this condition, many graduates maintain certain
listening and reading abilities, and can master primary English in speaking and
writing communication, using English as a tool to acquire for professional
information.
Since the importance of vocabulary teaching has been recognized, national
educational circle has a deep discussion on this issue. According to the statistics,
the research on vocabulary teaching is mainly exhibited in the following aspects:1)
problems and strategies in English vocabulary teaching; 2) means and skills in
English vocabulary teaching; 3) principles in English vocabulary teaching; 4)
context and vocabulary teaching; 5) linguistic theory and vocabulary teaching; 6)
meaning study theory and vocabulary teaching; 7) memory and English vocabulary
teaching; 8) active and passive vocabulary; 9) vocabulary teaching and culture
guide; 10) corpus and vocabulary teaching (章柏成、韦汉, 2004).
From the above, we may conclude that researchers mainly focus on the means,
strategies as well as skills in English vocabulary teaching and memorization in
vocabulary teaching, which are the core of English vocabulary teaching
determining the teaching results. Most teachers realize the importance of
Chapter One Introduction
3
vocabulary teaching; only few adopt scientific methods in vocabulary teaching.
Yang Linyun in Guang Zhou Industry University has a questionnaire investigation
on the attitude and method of vocabulary teaching among 40 college English
teachers and his study has been published in Foreign Language and Foreign
Language Teaching. According to his investigation, one third of the teachers use
direct or indirect approach; few teachers refer to culture difference in vocabulary.
Furthermore, some teachers adopt “spoon—feeding” system in vocabulary teaching,
leaving no chance for students’ practice. This investigation is representative
although there are not so many participants. So the issue of vocabulary teaching
remains for further investigation.
In the assuring of our achievements in college English teaching, we must
clearly realize that the overall English teaching proficiency has not reached the high
level yet, which can be shown in the following two thresholds: first, the result of
CET4 and CET6 is not satisfying. In the examination focusing on language abilities,
the mean score of colleges is always below 60, even the passing scale in the top
universities doesn’t reach 63.01% (冯启忠, 2000). The score in writing has always
been low for years. From diction to organization, all exhibits that students have not
acquired solid basic language skills. Second, the graduates’ proficiency level can
not satisfy social needs. The committee of CET4 and CET6 investigations that only
10% or so graduates fit for job with foreign contact, and that 7.8% of them can read
professional materials in English. All the above indicates there are problems in the
country’s vocabulary teaching, both in terms of quantity and quality. As a result, not
only the accuracy of language mastery but also the application of language
knowledge in communication has not achieved the goal in teaching syllabus.
We can simply analyze the cause of problems in vocabulary teaching:
(1)Limited mastery of memory law. The learning time is neither concentrated or
enough. To some extent, foreign language learning is to fight against forgetting.
Exactly speaking, only when we have a complete understanding of the relationship
between memory and forgetting can we make better use of memory. (2) Superficial
word—processing. They treat words in a stationary way, not dynamically. While
knowing a word entails knowledge of the network of associations between that
word and the other word (Meara, 1999). (3) Lacking of motivation and spirit in
vocabulary output. Receptive word knowledge develops into productive word
摘要：

II摘要近年来，词汇教学方法、策略以及词汇的记忆已经成为研究的重点。在我国，对于英语词汇教学的认识尚未统一，老师处理单词的方法比较传统，学生抱怨单词记不住。为了更加有效提高词汇教学和学习，笔者通过实证研究提出将原型理论应用于大学英语词汇教学。认知语言学认为，知识是以网络的形式存在人脑中。在这个网络中，有些位于中心，有些位于边缘。位于中心的知识就是该网络的原型，它们容易被提取和记忆。根据原型范畴理论，人们对范畴的习得是从范畴中心成员（基本层次范畴）开始认知的，向上可以习得高层次的范畴，向下可以习得低层次的范畴。在对原型理论的有效性和可行性进行分析后，结合我国英语学习者的语言环境和以及我国大学生自...

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