原型范畴理论视角下的大学英语多义词教学
|
摘要
词汇是语言习得的基础。在英语词汇中占据重要比重的多义词的学习是大学词汇学习的重点和难点。原型范畴理论从认知的角度对词汇的范畴化现象进行了解读,阐明了多义词形成的原因及各个义项间的关系,为多义词的教学实践提供了理论基础。
Vocabulary is the base in language acquisition.As a common phenomenon in English vocabulary,polysemy is considered to be one of the most difficult a significant part in vocabulary learning.The Prototype Theory explains the possible relationship between different meanings and how these meanings come into being,which provides a theoretical basis for polysemy instruction from the perspective of categorization.
Vocabulary is the base in language acquisition.As a common phenomenon in English vocabulary,polysemy is considered to be one of the most difficult a significant part in vocabulary learning.The Prototype Theory explains the possible relationship between different meanings and how these meanings come into being,which provides a theoretical basis for polysemy instruction from the perspective of categorization.
引文
[1]Baugh&Cable.A History of the English Language.4th Edition[M]Englewood Cliffs:Prentice Hall.1993:162.
[2]David Wilkins.Linguistics in Language Teaching[M].Cambridge,MA:MIT Press.,1972:111.
[3]Durkin,K.,&Manning,J.Polysemy and the Subjective Lexicon:Semantic R elatedness and the Salience of Intraword Senses[J].Journal of Psycholinguistic R esearch,1989(6).
[4]Jack C.et.a.l.朗文语言教学与应用语言学词典[M].北京:外语教学与研究出版社,2005.
[5]Lakoff G.&M.Johnson.Metaphors We Live By[M].Chicago:The University of Chicago Press,1980.
[6]N ation,I.S.P.Learning Vocabulary in Another Language[M].Cambridge:Cambridge University Press,2001.
[7]Rosch,E.Principles of Categorization[G]∥E.Rosch&Barbara B.Lloyd(eds.).Cognition&Catego rization.Hillsdale/N.J.,N.Y.:Lawrence Erlbaum,1978.
[8]Saussure,F.Course in General Linguistics[M].Bei jing:Foreign Language Teaching and Reaserch Press,2003:204-205.
[9]李瑛,文旭.从“头”认知:隐喻,转喻与一次多义现象研究[J].外语教学,2006,27(3):1-5.
[10]梁晓波.认知语言学对英语词汇教学的启示[J].外语与外语教学,2002(2):35-39.
[11]史一鸿.一词多义的认知探究及其对英语多义词教学的启示[J].云南大学学报.2014(8):79-82.
[12]王新然.原型范畴理论在一词多义教学中的应用探究[J].吉林广播电视大学学报,2017(7):57-58.
[13]王寅.原型范畴理论与英汉构词对[J].四川外语学院学报,2003(3):135-139.
[14]王寅.认知语言学[M].上海:上海外语教育出版社,2007:89-117.
[15]汪榕培,卢晓娟.英语词汇学教程[M].上海:上海外语教育出版社,1997.
[16]卫晓旭,中国英语专业学生词义习得次序研究[J].湖北成人教育学院学报,2008(6):81-81.
[17]卫晓旭,英语词汇意义的多维分析及其启示[J].和田师范专科学校学报,2009(3):124-125.
[18]文旭,匡芳涛.英语词汇教学的范畴化研究[J].英语研究:文字与文化研究,2006(1):111-120.
[19]吴雅萍.对英语多义词词义的猜测和记忆研究[J].经济师,2005(11):121-122.
[20]杨莉莉,岳好平,英语隐喻对当前英语词汇教学中词义扩展的影响[J].河南广播电视大学学报,2014,27(3):69-71.
[21]赵艳芳.认知语言学概论[M].上海:上海外语教育出版社,2001.
[22]朱亚夫.意义的七种类型和英语词汇教学[J].外语与外语教学,2005(09):28-30.
[2]David Wilkins.Linguistics in Language Teaching[M].Cambridge,MA:MIT Press.,1972:111.
[3]Durkin,K.,&Manning,J.Polysemy and the Subjective Lexicon:Semantic R elatedness and the Salience of Intraword Senses[J].Journal of Psycholinguistic R esearch,1989(6).
[4]Jack C.et.a.l.朗文语言教学与应用语言学词典[M].北京:外语教学与研究出版社,2005.
[5]Lakoff G.&M.Johnson.Metaphors We Live By[M].Chicago:The University of Chicago Press,1980.
[6]N ation,I.S.P.Learning Vocabulary in Another Language[M].Cambridge:Cambridge University Press,2001.
[7]Rosch,E.Principles of Categorization[G]∥E.Rosch&Barbara B.Lloyd(eds.).Cognition&Catego rization.Hillsdale/N.J.,N.Y.:Lawrence Erlbaum,1978.
[8]Saussure,F.Course in General Linguistics[M].Bei jing:Foreign Language Teaching and Reaserch Press,2003:204-205.
[9]李瑛,文旭.从“头”认知:隐喻,转喻与一次多义现象研究[J].外语教学,2006,27(3):1-5.
[10]梁晓波.认知语言学对英语词汇教学的启示[J].外语与外语教学,2002(2):35-39.
[11]史一鸿.一词多义的认知探究及其对英语多义词教学的启示[J].云南大学学报.2014(8):79-82.
[12]王新然.原型范畴理论在一词多义教学中的应用探究[J].吉林广播电视大学学报,2017(7):57-58.
[13]王寅.原型范畴理论与英汉构词对[J].四川外语学院学报,2003(3):135-139.
[14]王寅.认知语言学[M].上海:上海外语教育出版社,2007:89-117.
[15]汪榕培,卢晓娟.英语词汇学教程[M].上海:上海外语教育出版社,1997.
[16]卫晓旭,中国英语专业学生词义习得次序研究[J].湖北成人教育学院学报,2008(6):81-81.
[17]卫晓旭,英语词汇意义的多维分析及其启示[J].和田师范专科学校学报,2009(3):124-125.
[18]文旭,匡芳涛.英语词汇教学的范畴化研究[J].英语研究:文字与文化研究,2006(1):111-120.
[19]吴雅萍.对英语多义词词义的猜测和记忆研究[J].经济师,2005(11):121-122.
[20]杨莉莉,岳好平,英语隐喻对当前英语词汇教学中词义扩展的影响[J].河南广播电视大学学报,2014,27(3):69-71.
[21]赵艳芳.认知语言学概论[M].上海:上海外语教育出版社,2001.
[22]朱亚夫.意义的七种类型和英语词汇教学[J].外语与外语教学,2005(09):28-30.