范畴理论指导下高二学生名词性词汇教学策略
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摘要
在语言的学习和交流过程中,词汇起着至关重要的作用。然而名词性词汇的掌握在英语词汇习得过程中占有很大比重。因此,采取何种成功的,行之有效的词汇教学策略帮助学生掌握足够的名词性词汇,并且能够使学生的记忆更加持久,同时又提高学生的听、说、读、写等各项技能,便成为一个重要的课题呈现在我们面前。高二年级是高中阶段是英语学习的关键期,是一个词汇积累的重要阶段。这个阶段学生的认知发展已经成熟,记忆力发展基本达到最佳,并且注意力的稳定性也接近成人水平,他们能够按照学习目的支配自己的记忆。受此启发,笔者将认知语言学的范畴理论结合到高二年级的名词性词汇教学中,并做了较为系统的调查研究,摸索出一套切实可行的名词性词汇教学策略。
从认知角度研究词汇教学与传统词汇教学不同的是,它具有理论性、系统性及时效性的优势。因此,将认知语言学的范畴理论运用到名词性词汇教学中,验证实践中得出的这套策略的系统性、可操控性及有效性进行了实验,并且对实验所得数据进行了分析,该实验是从作者在海城高中任教的两个高二年级且水平相当的班级中展开的。从2010年3月至2010年7月,为期四个月。作者将其中一个班作为实验控制班,另一个作为实验对照班。对任教的实验班使用所研究的范畴理论指导的名词性词汇教学策略,对照班则接受的是传统的词汇教学。实验开始前,分别对两个班级的学生进行了问卷调查及前测。经过四个月的对比教学,对实验班和对照班进行后测和访谈。通过对后测的数据统计和访谈情况的分析,可以看出实验班和对照班学生名词性词汇习得情况存在明显差异。这表明这套教学策略能明显增强学生的名词性词汇记忆的效果,有助于突破传统词汇教学的瓶颈,从而提高学生的理解和记忆名词性词汇的能力。
全文共分五章：第一章是引言部分。主要介绍了选题意义及文章的结构。第二章是文献综述部分。介绍了文献的研究背景,国内外关于原型范畴,基本范畴理论的相关研究。同时回顾了国内近些年的词汇教学研究。第三章是论文的实验部分。本章主要介绍假设的提出、实验目标、实验对象、实验设计以及实验步骤等内容。第四章是对实验数据的分析总结。第五章是全文的结论部分。作者简要总结全文。文章的最后提出本次实验的不足之处,以便为今后的词汇教学领域向更深层次的研究与发展提供一些参考和借鉴。
Vocabulary plays a crucial role in the process of language learning and communication. And the mastery of nominal vocabulary accounts for a significant proportion in English vocabulary acquisition. Therefore, it is important for us to discuss what effective teaching strategies we should use to help the students master sufficient nominal vocabulary, to lengthen their memories and to improve their listening, speaking, reading and writing skills. High school sophomore year is a critical period of learning English and accumulating; vocabulary. In this period, the students'cognitive development tends to be mature, their ability of memorizing reaches the optima and the stability of their attention is close to adult level. Therefore, they can dominate their memory according to their own learning objectives. Enlightened by this fact, the author applies the category theory of cognitive linguistics to the nominal vocabulary teaching of the high school sophomore students, making a systematic research and exploring a series of feasible nominal vocabulary teaching strategies.
To study the method of vocabulary teaching from the cognitive perspective is quite different from the traditional way, which enjoys the advantages of being theoretical, systematic and timely. Therefore, the author applies cognitive theory to the nominal vocabulary teaching practices. In order to testify the systematicness, controllability and effectiveness of the strategies drawn from practice, the author has conducted an experiment and made a full analysis of the experimental data. The experiment is carried out between two equivalent classes in Hai Cheng Senior High School where the author works, and it lasts four months from Mar. to July in 2010. The author chooses one class as the experiment control class and the other as the experiment contrast class, applying nominal vocabulary teaching strategy guided by the category theory to the experimental class, and the traditional vocabulary teaching strategy to the contrast class. Before the experiment, the author has made a survey on the students of the two classes respectively through questionnaires. After four months of contrast teaching, the author has conducted the after-test and interviews to both the experiment class and contrast class, and analyzes the data and information gained from the after-test and interviews. The results show us that there are obvious distinctions between the two classes in the nominal vocabulary learning, and reveal that this set of teaching strategies can improve students'ability to memorize nominal vocabulary, which are good for breaking the bottleneck of traditional vocabulary teaching method, and therefore, the students'ability to understand and memorize nominal vocabulary can be improved.
The thesis consists of five chapters. Chapter one covers the significance of the topic and the structure of the thesis. Chapter two is the literature review, which introduces the research backgrounds, theories of prototype category and basic category both at home and abroad, and then briefly reviews the domestic studies on the vocabulary teaching. Chapter three concentrates on the experiment, which mainly covers the hypothesis, experiment aim, experiment subject, experiment design and procedures etc. Chapter four analyzes the experiment data and makes a summary. Chapter five is the conclusion. The author briefly summarizes the whole thesis. The experiment shows that the nominal vocabulary teaching strategies guided by category theory can help the high school sophomore students to master nouns effectively. At the end of the thesis, the author points out the shortcomings of the experiment in order to offer some insights to the future study of the vocabulary teaching.
从认知角度研究词汇教学与传统词汇教学不同的是,它具有理论性、系统性及时效性的优势。因此,将认知语言学的范畴理论运用到名词性词汇教学中,验证实践中得出的这套策略的系统性、可操控性及有效性进行了实验,并且对实验所得数据进行了分析,该实验是从作者在海城高中任教的两个高二年级且水平相当的班级中展开的。从2010年3月至2010年7月,为期四个月。作者将其中一个班作为实验控制班,另一个作为实验对照班。对任教的实验班使用所研究的范畴理论指导的名词性词汇教学策略,对照班则接受的是传统的词汇教学。实验开始前,分别对两个班级的学生进行了问卷调查及前测。经过四个月的对比教学,对实验班和对照班进行后测和访谈。通过对后测的数据统计和访谈情况的分析,可以看出实验班和对照班学生名词性词汇习得情况存在明显差异。这表明这套教学策略能明显增强学生的名词性词汇记忆的效果,有助于突破传统词汇教学的瓶颈,从而提高学生的理解和记忆名词性词汇的能力。
全文共分五章：第一章是引言部分。主要介绍了选题意义及文章的结构。第二章是文献综述部分。介绍了文献的研究背景,国内外关于原型范畴,基本范畴理论的相关研究。同时回顾了国内近些年的词汇教学研究。第三章是论文的实验部分。本章主要介绍假设的提出、实验目标、实验对象、实验设计以及实验步骤等内容。第四章是对实验数据的分析总结。第五章是全文的结论部分。作者简要总结全文。文章的最后提出本次实验的不足之处,以便为今后的词汇教学领域向更深层次的研究与发展提供一些参考和借鉴。
Vocabulary plays a crucial role in the process of language learning and communication. And the mastery of nominal vocabulary accounts for a significant proportion in English vocabulary acquisition. Therefore, it is important for us to discuss what effective teaching strategies we should use to help the students master sufficient nominal vocabulary, to lengthen their memories and to improve their listening, speaking, reading and writing skills. High school sophomore year is a critical period of learning English and accumulating; vocabulary. In this period, the students'cognitive development tends to be mature, their ability of memorizing reaches the optima and the stability of their attention is close to adult level. Therefore, they can dominate their memory according to their own learning objectives. Enlightened by this fact, the author applies the category theory of cognitive linguistics to the nominal vocabulary teaching of the high school sophomore students, making a systematic research and exploring a series of feasible nominal vocabulary teaching strategies.
To study the method of vocabulary teaching from the cognitive perspective is quite different from the traditional way, which enjoys the advantages of being theoretical, systematic and timely. Therefore, the author applies cognitive theory to the nominal vocabulary teaching practices. In order to testify the systematicness, controllability and effectiveness of the strategies drawn from practice, the author has conducted an experiment and made a full analysis of the experimental data. The experiment is carried out between two equivalent classes in Hai Cheng Senior High School where the author works, and it lasts four months from Mar. to July in 2010. The author chooses one class as the experiment control class and the other as the experiment contrast class, applying nominal vocabulary teaching strategy guided by the category theory to the experimental class, and the traditional vocabulary teaching strategy to the contrast class. Before the experiment, the author has made a survey on the students of the two classes respectively through questionnaires. After four months of contrast teaching, the author has conducted the after-test and interviews to both the experiment class and contrast class, and analyzes the data and information gained from the after-test and interviews. The results show us that there are obvious distinctions between the two classes in the nominal vocabulary learning, and reveal that this set of teaching strategies can improve students'ability to memorize nominal vocabulary, which are good for breaking the bottleneck of traditional vocabulary teaching method, and therefore, the students'ability to understand and memorize nominal vocabulary can be improved.
The thesis consists of five chapters. Chapter one covers the significance of the topic and the structure of the thesis. Chapter two is the literature review, which introduces the research backgrounds, theories of prototype category and basic category both at home and abroad, and then briefly reviews the domestic studies on the vocabulary teaching. Chapter three concentrates on the experiment, which mainly covers the hypothesis, experiment aim, experiment subject, experiment design and procedures etc. Chapter four analyzes the experiment data and makes a summary. Chapter five is the conclusion. The author briefly summarizes the whole thesis. The experiment shows that the nominal vocabulary teaching strategies guided by category theory can help the high school sophomore students to master nouns effectively. At the end of the thesis, the author points out the shortcomings of the experiment in order to offer some insights to the future study of the vocabulary teaching.
引文
[1]Ahmed, M. O.1989. Vocabulary Learning Strategies. In P Meara (Ed.) Beyond Words. London:CILT.
[2]Arnold, J.2000. Affect in Language Learning. Beijing:Foreign Language Teaching and Research Press.
[3]Brown, J. D.2001. Understanding Research in Second Language Learning. Beijing:Foreign Language Teaching and Research Press.
[4]Bruner.1956. The Act of Discovery. Harvard Educational Review.21-23.
[5]Carter, R.1987. Vocabulary and Second/Foreign Language Teaching. Language Teaching,20:3-16.
[6]Chamot, A. U.1987. The Learning Strategies of ESL students.
[7]Coady, J & Huckin T.2003. Second Language Vocabulary Acquisition. Shanghai: Shanghai Foreign Language Teaching and Research Press.
[8]Cohen, A. D.2000. Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press.
[9]Cook, V.2000. Second Language Learning and Language Teaching. Beijing: Foreign Language Teaching and Research Press.
[10]Cohen.1980. A Strategies in Learning and Using a Second Language [M]. London:Longman
[11]Croft, W.& Cruse, A. D.2004. Cognitive Linguistics [M]. Cambridge.
[12]Gairn, R & Redman, S.1986. Working with Words. Cambridge University Press, 153.
[13]George Lakoff & Rafael E. Nunez.2000. Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Beijing. New York:Basic Books.
[14]Hatch, E.& Brown. C.1997. Vocabulary, Semantics and Language Education [M]. Cambridge:Cambridge University Press.
[15]John, McDonough,2000. Research Methods for English Language Teachers. Edward Arnold Limited.
[16]Lakoff, G.1987. Women, Fire and Dangerous Things. Chicago:University of Chicago Press.
[17]Lawson, M. J.& Donald Hogben.1996. The Vocabulary-Learning Strategies of Foreign-Language Students. Language Learning, mar. Vol.46, No.1.
[18]Nation, P.2004. Teaching and Learning Vocabulary [M]. London:Foreign Language Teaching and Research Press.
[19]Nation, P.1990. Teaching and Learning Vocabulary [M]. New York:Newbury House.
[20]O'Malley, J. M.1990. Learning Strategies in Second Language Acquisition. New York:Cambridge University Press.
[21]O'Malley, J. M.2001. Learning Strategies in Second Language Acquisition Shanghai:Shanghai Foreign Language Education Press.
[22]Oxford, R. L.1989. Use of Language Learning Strategies:A Synthesis of Studies with Implications for Strategy System.17:235-247.
[23]Oxford, R. L.1990. Language Learning Strategies. Heinle & Heinle Publishers.
[24]Palmberg, R.1987. Patterns of Vocabulary Development in Foreign Language Learners [J]. Studies in Second Language Acquisition. (9):201-203.
[25]Rubin, J.1987. Learner Strategies:theoretical assumptions, research history and typology. In A. Wenden & J. Rubin, (Eds.) Lerner Strategies in Language Learning. Prentice-hall.
[26]Schmitt, N.1997. Vocabulary learning strategies.
[27]Slad, C.2000. Form and Style:Research Papers, Reports and Theses Beijing: Foreign Language Teaching and Research Press.
[28]Stern, H.1983. Fundamental concepts of Language Learning. Oxford:Oxford University Press.
[29]Stoffer, I.1995. University foreign language students' choice of vocabulary learning strategies as related to individual difference variables. University of Alabama:Unpublished doctoral dissertation.
[30]Taylor. John, R.1989. Linguistic Categorization:Prototypes in Linguistic Theory [M]. London:Oxford University Press.
[31]Ungerer, F.& H. J. Schmid.1996. An Introduction to Cognitive Linguistics [M]. Addision Wesley Longman Limited.
[32]Ungerer, F & Schmid, H. J.2008. An Introduction to Cognitive Linguistics. Beijing:Foreign Language Teaching and Research Press.143-152.
[33]Ungerer, F.& H. J. Schimid.2001. An Introduction to Cognitive Linguistics. Beijing:Foreign Language Teaching and Research Press.
[34]陈辉.2001.非英语专业的中国学生学习英语词汇的策略.[J].外语教学.(6)：46-50.
[35]陈美玲.2006.高中英语词汇教学初探.基础外语教学研究.12：43-45
[36]陈向明.2001.教师如何做质的研究.[M].北京：教育科学出版社.
[37]黄冰,蔡寒松.2001.我国中学生外语学习方式调查.[J].中学外语教与学.(6).
[38]李炯英.2002.中国学生而于学习策略的观念与运用[J].外语教学.(1)：20-24.
[39]梁晓波.2002.认知语言学对英语词汇教学的启示[J].外语与外语教学.(2).
[40]刘电芝.1997.学习策略.[J].学科教育.(2)：35.
[41]刘宽平.2005.记忆在第二语言认知过程中的作用[J].外语教学.(4).
[42]刘润清,吴一安.1993.中国英语本科生素质调查报告[J].外语教学与研究.(1).
[43]马建华.2006.认知语言学理论对英语词汇教学的启示[J].中国成人教育.(5).
[44]王寅.2005.认知语言学初探[M].重庆：重庆出版社.
[45]王寅.2009.认知语言学.上海外国语出版社.
[46]王虹.2002.高中起始阶段学生英语学习认知策略的研究.[J1.中小学英语教学与研究.
[47]王文宇.1998.观念、策略与英语词汇记忆.[J].外语教学与研究.(1).47-52.
[48]赵艳芳.2001.认知语言学概论.[M].上海外语教育出版社.
[49]张文鹏.1998.外语学习动机与策略运用之关系.[J].外语与外语教学.(3)：27
[50]张大均.1999.教育心理学.[M].北京：人民教育出版社.
[2]Arnold, J.2000. Affect in Language Learning. Beijing:Foreign Language Teaching and Research Press.
[3]Brown, J. D.2001. Understanding Research in Second Language Learning. Beijing:Foreign Language Teaching and Research Press.
[4]Bruner.1956. The Act of Discovery. Harvard Educational Review.21-23.
[5]Carter, R.1987. Vocabulary and Second/Foreign Language Teaching. Language Teaching,20:3-16.
[6]Chamot, A. U.1987. The Learning Strategies of ESL students.
[7]Coady, J & Huckin T.2003. Second Language Vocabulary Acquisition. Shanghai: Shanghai Foreign Language Teaching and Research Press.
[8]Cohen, A. D.2000. Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press.
[9]Cook, V.2000. Second Language Learning and Language Teaching. Beijing: Foreign Language Teaching and Research Press.
[10]Cohen.1980. A Strategies in Learning and Using a Second Language [M]. London:Longman
[11]Croft, W.& Cruse, A. D.2004. Cognitive Linguistics [M]. Cambridge.
[12]Gairn, R & Redman, S.1986. Working with Words. Cambridge University Press, 153.
[13]George Lakoff & Rafael E. Nunez.2000. Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Beijing. New York:Basic Books.
[14]Hatch, E.& Brown. C.1997. Vocabulary, Semantics and Language Education [M]. Cambridge:Cambridge University Press.
[15]John, McDonough,2000. Research Methods for English Language Teachers. Edward Arnold Limited.
[16]Lakoff, G.1987. Women, Fire and Dangerous Things. Chicago:University of Chicago Press.
[17]Lawson, M. J.& Donald Hogben.1996. The Vocabulary-Learning Strategies of Foreign-Language Students. Language Learning, mar. Vol.46, No.1.
[18]Nation, P.2004. Teaching and Learning Vocabulary [M]. London:Foreign Language Teaching and Research Press.
[19]Nation, P.1990. Teaching and Learning Vocabulary [M]. New York:Newbury House.
[20]O'Malley, J. M.1990. Learning Strategies in Second Language Acquisition. New York:Cambridge University Press.
[21]O'Malley, J. M.2001. Learning Strategies in Second Language Acquisition Shanghai:Shanghai Foreign Language Education Press.
[22]Oxford, R. L.1989. Use of Language Learning Strategies:A Synthesis of Studies with Implications for Strategy System.17:235-247.
[23]Oxford, R. L.1990. Language Learning Strategies. Heinle & Heinle Publishers.
[24]Palmberg, R.1987. Patterns of Vocabulary Development in Foreign Language Learners [J]. Studies in Second Language Acquisition. (9):201-203.
[25]Rubin, J.1987. Learner Strategies:theoretical assumptions, research history and typology. In A. Wenden & J. Rubin, (Eds.) Lerner Strategies in Language Learning. Prentice-hall.
[26]Schmitt, N.1997. Vocabulary learning strategies.
[27]Slad, C.2000. Form and Style:Research Papers, Reports and Theses Beijing: Foreign Language Teaching and Research Press.
[28]Stern, H.1983. Fundamental concepts of Language Learning. Oxford:Oxford University Press.
[29]Stoffer, I.1995. University foreign language students' choice of vocabulary learning strategies as related to individual difference variables. University of Alabama:Unpublished doctoral dissertation.
[30]Taylor. John, R.1989. Linguistic Categorization:Prototypes in Linguistic Theory [M]. London:Oxford University Press.
[31]Ungerer, F.& H. J. Schmid.1996. An Introduction to Cognitive Linguistics [M]. Addision Wesley Longman Limited.
[32]Ungerer, F & Schmid, H. J.2008. An Introduction to Cognitive Linguistics. Beijing:Foreign Language Teaching and Research Press.143-152.
[33]Ungerer, F.& H. J. Schimid.2001. An Introduction to Cognitive Linguistics. Beijing:Foreign Language Teaching and Research Press.
[34]陈辉.2001.非英语专业的中国学生学习英语词汇的策略.[J].外语教学.(6)：46-50.
[35]陈美玲.2006.高中英语词汇教学初探.基础外语教学研究.12：43-45
[36]陈向明.2001.教师如何做质的研究.[M].北京：教育科学出版社.
[37]黄冰,蔡寒松.2001.我国中学生外语学习方式调查.[J].中学外语教与学.(6).
[38]李炯英.2002.中国学生而于学习策略的观念与运用[J].外语教学.(1)：20-24.
[39]梁晓波.2002.认知语言学对英语词汇教学的启示[J].外语与外语教学.(2).
[40]刘电芝.1997.学习策略.[J].学科教育.(2)：35.
[41]刘宽平.2005.记忆在第二语言认知过程中的作用[J].外语教学.(4).
[42]刘润清,吴一安.1993.中国英语本科生素质调查报告[J].外语教学与研究.(1).
[43]马建华.2006.认知语言学理论对英语词汇教学的启示[J].中国成人教育.(5).
[44]王寅.2005.认知语言学初探[M].重庆：重庆出版社.
[45]王寅.2009.认知语言学.上海外国语出版社.
[46]王虹.2002.高中起始阶段学生英语学习认知策略的研究.[J1.中小学英语教学与研究.
[47]王文宇.1998.观念、策略与英语词汇记忆.[J].外语教学与研究.(1).47-52.
[48]赵艳芳.2001.认知语言学概论.[M].上海外语教育出版社.
[49]张文鹏.1998.外语学习动机与策略运用之关系.[J].外语与外语教学.(3)：27
[50]张大均.1999.教育心理学.[M].北京：人民教育出版社.