基于象似性理论的英语词汇教学实验研究

论文摘要

词汇,作为语言三大要素之一,其重要性不言而喻,可以说词汇量的大小直接决定着语言水平的高低,不掌握一定数量的词汇,就无法更好地进行交流。因此,一个高效的词汇拓展方法便成为英语教学的关键。本文将认知语言学中的象似性理论引入到词汇教学中,首先对象似性和词汇教学的理论进行了详细的阐述,而后深入地讨论了近年来存在于词汇教学中的一些不足,接着又对象似性词汇教学法的分类做了全面的分析,先从显性象似性出发,分别对语音、词形、词源、字根词缀、词序、语法的象似性进行了举例说明,而后又从隐性象似性进行了细致的剖析,诸如隐喻、转喻、提喻和混合词的象似性等。以上的分类方法和手段均通过讲座的形式传授给了实验班。实验大体分为五步,包括系列讲座、调查、听写、作业、测试以及态度评估,这些均受到了试验者客观、公平和实事求是的反馈,所获得的实验数据较之前也有着鲜明的对比,这说明该理论可优化外语词汇教学。此外,学生在掌握该理论后普遍觉得对于单词的理解更加深刻了,记单词时更科学更有效率。同时,相同时间内,此方法记忆单词的数量更多且记忆更加牢固,即记忆的持续时间更加长久。其中通过态度评估可以客观地了解到学生对这一理论的接受程度。本研究表明,象似性理论的价值,不仅在于指导词汇教学方面,而且对学生的听、说、读、写、译等能力的发展也起着很强的推动作用,同时本实验的研究和结果对于今后这类课题的研发也将带来一些新的启示。

论文目录

• 摘要
• Abstract
• Chapter Ⅰ Introduction
• 1.1 Scope and purpose of the study
• 1.2 The significance and realistic importance of the research
• 1.2.1 The significance of lexical teaching in foreign language teaching
• 1.2.2 The significance of iconic theory on lexical teaching
• 1.3 Organization of the thesis
• Chapter Ⅱ Literature review and relevant theoretical foundation
• 2.1 The review of the linguistic arbitrariness
• 2.2 The theoretical backgrounds of linguistic iconicity
• 2.2.1 The definition of iconicity
• 2.2.2 Wilhelm Von Humboldt's point of view
• 2.2.3 Charles Sanders Peirce's famous three-way division of sign
• 2.2.4 John Haiman's theories on iconicity
• 2.2.5 Other foreign linguists'views about iconicity
• 2.2.6 The research of iconicity from domestic linguists
• 2.2.7 Other research of combinations of iconicity and English teaching
• Chapter Ⅲ The specific approaches of iconic theory in application of vocabularypedagogy
• 3.1 Shortcomings of vocabulary pedagogy in recent years
• 3.2 The iconic theory in application of lexical teaching
• 3.2.1 Lexical teaching one--Transparent iconicity
• 3.2.1.1 Phonological iconicity
• 3.2.1.2 Arthographical iconicity
• 3.2.1.3 Etymological iconicity
• 3.2.1.4 Root and Affix iconicity
• 3.2.1.5 Grammatical iconicity
• 3.2.1.6 Word-order iconicity
• 3.2.2 Lexical teaching two--Opaque iconicity
• 3.2.2.1 Metaphorical iconicity
• 3.2.2.2 Metonymic iconicity
• 3.2.2.3 Synecdochic iconicity
• 3.2.2.4 The iconicity of portmanteau words
• Chapter Ⅳ Research design and data presentation
• 4.1 Test design
• 4.1.1 Aims
• 4.1.2 Research questions
• 4.1.3 Subjects
• 4.1.4 Instruments
• 4.1.5 Procedure
• 4.2 Results and Analysis
• Chapter Ⅴ Conclusion and further research
• 5.1 Conclusion
• 5.2 Limitations of the paper
• 5.3 Future research on vocabulary teaching
• Bibliography
• Acknowledgements
• Appendix
• Publication