从范畴角度研究英语学习中的词汇记忆

论文摘要

词汇习得是学好英语的基本要素之一。近年来,在英语词汇习得方面争议较大的是下列哪种方法更有效:(1)让学习者通过上下文来推断出生词的意思;(2)通过查字典的方法来积累词汇量;(3)直接给学习者提供生词的意思并加以记忆。上述各种方法各有利弊,应取长补短综合应用。但是,近年来的诸多研究显示,许多研究者把重点过多地放在猜词或查字典等方法上,忽视了直接背诵单词这种方法的重要性。然而,尽管研究者们大力提倡猜词等方法,忽视了直接背诵单词这种方法,但事实证明大部分的学习者还是喜欢直接背单词,这是一个值得我们深思与探讨的问题。另一方面的研究表明,直接背诵单词能使学习者在短期内获得大量的词汇,其中获得成功的例子也不在少数。本文试图探讨、分析中国非英语专业学生在词汇学习方面的困难,旨在帮助减轻词汇学习的负担,使他们能够积极、有效地深入学习,扩大词汇,成为成功的词汇学习者。因此,本文提出了以直接背诵单词为主,推断词义,查字典等方法为辅的观点,把研究的重点重新放回到如何直接有效地记忆词汇。范畴化是人的认知活动之一,也是人的一种认知规律。把范畴理论运用到词汇记忆中能提高词汇记忆的效率。首先,范畴化的过程也是促进记忆的过程;其次,词语的不同义项之间具有家族相似性,它们之间必然存在某种联系,这是一词多义的内在认知基础和规律。弄清楚了基本意义之后,就可以按照这种认知规律来记忆其它的义项。根据调查结果,本文提出了一些词汇学习方面的看法和建议,即:(1)先学基本范畴词汇;(2)根据词汇的内部相关性来记忆词汇;(3)学生应在教师的指导下学习如何运用各种词汇记忆策略。总之,词汇的最终掌握并不完全是靠教师教出来的,靠的是学生积极自主地学习词汇,综合运用各种记忆策略。这样,他们才能更有效地记忆单词,走出词汇记忆的困境。

论文目录

• Acknowledgements
• Abstract in English
• Abstract in Chinese
• 1. Introduction
• 2. Literature Review of Category Research
• 2.1 The Classical Approach to Category
• 2.2 The Cognitive Approach to Category
• 2.2.1 Challenge from the Philosophical Field: Wittegenstein’s Family Resemblance
• 2.2.2 Challenge from the Psychological and Linguistic Field
• 2.2.2.1 Berlin & Kay’s Discovery
• 2.2.2.2 Rosch’s Pioneering Work on Prototype Theory
• 3. Application of Category Theory to Vocabulary Memorization
• 3.1 Category and Its Hierarchical System
• 3.1.1 Category and Categorization
• 3.1.2 Levels of Categorization
• 3.1.3 Basic Level Category and Basic-Level-Category Vocabulary
• 3.1.3.1 Basic Level Category
• 3.1.3.2 Memorization of Basic-Level-Category Vocabulary
• 3.2 Activation of the Vocabulary
• 3.2.1 Spread of Activation
• 3.2.2 Longitudinal Activation
• 3.2.3 Transversal Activation
• 3.2.4 Radiant Activation
• 3.2.4.1 Association with the Attributes of Category
• 3.2.4.2 Affixes
• 3.3 Memorization of Polysemy
• 3.4 Categorization and Memory
• 3.4.1 Three Processes of Memory
• 3.4.2 Affection of Categorization on Memory
• 3.4.2.1 Affection of Categorization on Encoding
• 3.4.2.2 Affection of Categorization on Retrieval
• 4. An Investigation into the Application of Category Theory to Vocabulary Memorization
• 4.1 Objective
• 4.2 Method
• 4.2.1 Phase 1: A Questionnaire about Vocabulary Memorization
• 4.2.1.1 Subjects
• 4.2.1.2 Findings and Analysis
• 4.2.1.2.1 Expectation of Vocabulary Acquisition
• 4.2.1.2.2 Problems of Vocabulary Memorization
• 4.2.1.2.3 Causes of the Problems
• 4.2.2 Phase 2: Three Retention Experiments
• 4.2.2.1 Subjects
• 4.2.2.2 Pretest
• 4.2.2.3 A Technique Used during the Memorization of Vocabulary
• 4.2.2.4 Experiment 1 --- Memorizing the Vocabulary in a Random Order
• 4.2.2.5 Experiment 2 --- Memorizing the Vocabulary Categorized According to the Hierarchical System
• 4.2.2.6 Experiment 3 --- Memorizing the Vocabulary According to the Students Own Ability of Categorization
• 4.2.2.7 Interviews
• 4.3 Results and Discussion
• 4.3.1 Contrastive Analysis of the Data and Interviews
• 4.3.2 Feasibility of This Vocabulary Acquisition Strategy
• 4.3.3 Implications for Vocabulary Teaching
• 5. Conclusion
• Appendix One
• Appendix Two
• Appendix Three
• Bibliography