认知语言学在少儿英语词汇教学中的应用

论文摘要

国家英语新课标的实施,英语正式成为了小学生的必修课。在十来年的实践中,词汇习得成为小学生学习英语的最大难点,而词汇教学也就成为教师在少儿英语教学过程中的最大困惑。为了走出这个困境,我们需要探索符合少儿身心发展的特点的切实有效的方法。好的教学方法必须以语言学习理论为基础。认知语言学理论认为,语言是现实和认知的产物,并从认知体验的角度来阐释语言,主张从人们的认知能力和实际经验来学习语言。英语词汇习得,从本质上看是认知信息的加工过程,因此认知语言学理论运用于少儿英语词汇教学习将充分重视学生的经验和互动,从而孩子们将从一个全新的角度来学习语言。文章以认知语言学理论为基础,结合少儿的身心发展规律及认知特点,探讨了认知语言学相关理论的指导作用和一些具体方法。文章的基本结构如下:文章的第一章是导论部分;第二章对认知语言学的发展历程和总体观点进行回顾的基础上;第三章介绍和阐释了认知语言学的基本层次理论、原型理论、象似性理论和完形理论,从而构成了文章分析少儿英语词汇教学的理论基础;鉴于孩子们与成人学习者的不同,第四章,结合小学生的身心发展规律,以认知语言学理论为基础,提出和阐释了少儿英语词汇教学应遵从的原则。第五章探讨了认知语言学理论在少儿英语词汇教学中的指导作用和具体应用方法.基本层次理论对于词汇选择的指导作用;原形理论和象似性理论运用于词汇记忆和理解的方法;完型理论在词块学习和字母组合教学中的运用。第六章通过实验和访谈验证了认知语言学理论运用于少儿英语词汇教学的效果。结论表明,认知语言学理论运用于少儿英语词汇教学是一种很好的尝试,对于改善少儿英语词汇教学有显著效果。

论文目录

• Acknowledgement
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 The background of the study
• 1.2 The significance of the study
• 1.3 The purpose of the study
• 1.4 The framework of the study
• Chapter 2 Literature Review
• 2.1 The history of the cognitive linguistics
• 2.2 The overall views of cognitive linguistics
• Chapter 3 Theoretical Framework
• 3.1 The philosophical basis of the cognitive linguistics
• 3.2 Basic level category
• 3.3 Prototype theory
• 3.3.1 Definition of prototype theory
• 3.3.2 Significant notions of prototype theory
• 3.4 Iconicity theory
• 3.4.1 The definition of iconicity
• 3.4.2 Phonetic iconicity
• 3.5 Gestalt theory
• Chapter 4 The Principles of Vocabulary Teaching to Children
• 4.1 The development of children in elementary stage
• 4.1.1 Social development
• 4.1.2 Physical development
• 4.1.3 Intellectual development
• 4.2 Guiding principles of children vocabulary teaching
• 4.2.1 Experience-based principle
• 4.2.2 Affective principle
• 4.2.3 Learners-centered principle
• 4.2.4 Communicative principle
• 4.2.5 Motivation principle
• 4.2.6 Meaningful principle
• Chapter 5 The Application of Cognitive Linguistics to Vocabulary Teaching
• 5.1 The application of the embodied experience
• 5.1.1 The guideline to direct children vocabulary teaching
• 5.1.2 Activities for vocabulary practice
• 5.2 The application of basic level theory
• 5.3 The application of prototype theory
• 5.3.1 Application to the liner association among words
• 5.3.2 Application to the radical association among words
• 5.4 The application of iconicity theory
• 5.4.1 Application of the phonological iconicity
• 5.4.2 Application of primary phonetic iconicity
• 5.5 The application of gestalt theory
• 5.5.1 The application to acquisition of lexical chunks
• 5.5.2 The application to the letter combination
• Chapter 6 An Experiment on the Application of Cognitive Linguistics
• 6.1 Hypothesis
• 6.2 Participants
• 6.3 Instruments
• 6.3.1 Interview
• 6.3.2 Pre-test
• 6.4 Procedure of the experiment
• 6.4.1 Pre-interview
• 6.4.2 Pre-test
• 6.4.4 Post-interview
• 6.4.5 Post-test
• 6.5 Results and discussion
• 6.5.1 Analysis of the pre-interview
• 6.5.2 Analysis of the post-interview
• 6.5.3 Analysis of the pre-test and the post-test
• 6.6 Main findings and the conclusion of the experiment
• 6.6.1 The findings
• 6.6.2 The conclusions
• 6.7 The limitation and the implication of the experiment
• 6.7.1 The limitations
• 6.7.2 Implications and suggestions
• Chapter 7 Conclusion
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ