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认知语言学理论视角下阅读词汇和听力词汇的教学策略

作　者: 刘玲
导　师: 曹燕萍
学　校: 云南师范大学
专　业: 英语课程与教学论
关键词: 听力词汇阅读词汇教学策略认知理论
分类号: H319
类　型: 硕士论文
年　份: 2009年
下　载: 189次
引　用: 0次
阅　读: 论文下载

内容摘要

词汇作为英语学习的最大障碍,研究者们对其展开了许多研究。在近几年的词汇教学研究中,人们更多地把注意力投向学习者的自主模式,使得词汇教学策略没得到足够的关注。由于在词汇教学中,重视阅读词汇而忽略听力词汇,因此“聋哑英语”现象仍很普遍。鉴于目前英语专业二年级学生正处于关键转折阶段：已掌握一定的基础词汇,但词汇知识面不广,使用词汇的能力水平不高,其深入的词汇学习有待语言教师的专业指导。本文以此为出发点,以认知语言学的原型范畴理论、图示理论和隐喻理论为基础,对云南师范大学文理学院10名英语教师,60名英语专业二年级学生进行调查,采用问卷调查,个案访谈,词汇测试和教学实验四种方法进行研究,旨在探讨有效的词汇教学策略,并试图验证以下四个假设：①在英语词汇教学中,师生双方都没有意识到阅读词汇和听力词汇的存在,也没有使有认知语言学相关理论来组织词汇教学；②听力词汇和阅读词汇有区别,听力词汇量小于阅读词汇量；③不同的词汇输入方式导致不同的词汇学习效果；④认知语言学理论指导下的词汇教学效果比传统的词汇教学效果好。通过利用SPSS 11.0对收集到的数据进行详细的分析与比较,验证了以上假设,并得出以下四点启示。首先.教师应以原型为中心,注重词汇深层关系的讲解。其次,教师要帮助学生建立语言知识图式,提升学生以往知识经验和生词之间的联系。再次,教师应培养学生的隐喻思维能力。最后,教师应对学生进行系统的词汇学习策略培训,有条件的开设词汇学课程,加深学生对词汇深度和宽度的理解和运用。本文以理论和实验为基础,探讨了认知语言学理论对听力词汇和阅读词汇教学上的启示。作为一个相对较新的研究视角,它需要更多的研究者进行进一步深入的研究。

全文目录

Acnkowledgements  6-11
Abstract  11-13
中文摘要  13-14
List of Tables and Figures  14-15
Abbreviations  15-16
Chapter One Introduction  16-22
  1.1 Introduction  16
  1.2 Background of the research problem  16-19
    1.2.1 The importance of vocabulary acquisition in foreign language learning  16-17
    1.2.2 The necessity of carrying out research into the vocabulary teaching strategies from a cognitive perspective  17-19
  1.3 The significance of the research  19
  1.4 The purposes of the research  19-20
  1.5 The structures of the Thesis  20-21
  1.6 Summary  21-22
Chapter 2 Literature Review  22-46
  2.1 Introduction  22
  2.2 The definition of word  22-25
    2.2.1 Definition from the orthographic aspect  22-23
    2.2.2 Definition from the semantic aspect  23-24
    2.2.3 Definition from the grammatical aspect  24-25
  2.3 The definition of vocabulary  25-26
  2.4 The description of Vocabulary Knowledge  26-29
    2.4.1 Developmental Approach  26-27
    2.4.2 Dimension Approach  27-29
  2.5 The concepts concerning reading vocabulary and listening vocabulary  29-31
  2.6 The concept concerning the vocabulary teaching strategy  31-33
  2.7 Vocabulary teaching trends under the influence of different linguisticstheories  33-37
  2.8 Cognitive linguistics and its theories  37-44
    2.8.1 Categorized Prototype theory  38-39
    2.8.2 Schema theory  39-41
    2.8.3 Metaphor theory  41-44
  2.9 The relationship between cognitive theory and vocabulary teaching  44
  2.10 Summary  44-46
Chapter 3 Methodology  46-58
  3.1 Introduction  46
  3.2 Research hypotheses  46-47
  3.3 Subjects  47-48
    3.3.1 The teachers  47
    3.3.2 The students  47-48
  3.4 Instruments  48-55
    3.4.1 Questionnaire  48-49
    3.4.2 Interview  49-50
    3.4.3 Tests  50-55
      3.4.3.1 Type 1 Words recognition  50-51
      3.4.3.2 Type 2 Words explanations recognition  51-52
      3.4.3.3 Words or phrases recognition in context  52
      3.4.3.4 The features of these tests  52-54
      3.4.3.5 Sampling of words  54-55
    3.4.4 Classroom experiment  55
  3.5 Data collection  55-56
  3.6 Data analysis  56-57
  3.7 Summary  57-58
Chapter 4 Findings and Implications  58-79
  4.1 Introduction  58
  4.2 The Verification of hypothesis 1  58-60
    4.2.1 The overview of students'attitude and methods of vocabulary learning from questionnaire  58-59
    4.2.2 The overview of teachers'attitude and methods on vocabulary teaching from the unstructured interview  59-60
  4.3 The verification of hypothesis 2  60-62
  4.4 The verification of hypothesis 3  62-63
  4.5 The verification of hypothesis 4  63-67
  4.6 The implication of the research  67-78
    4.6.1 The implication of the categorized Prototype Theory in vocabulary teaching  67-71
      4.6.1.1 The teaching of listening vocabulary  68-70
      4.6.1.2 The teaching of reading vocabulary  70-71
    4.6.2 The implication of the schema theory in vocabulary teaching  71-75
      4.6.2.1 The teaching of listening vocabulary  72-73
      4.6.2.2 The teaching of reading vocabulary  73-75
    4.6.3 The implication of the metaphor theory in vocabulary teaching  75-78
  4.7 Summary  78-79
Chapter 5 Conclusion  79-84
  5.1 Introduction  79
  5.2 Main findings of this research  79-80
  5.3 General suggestions on vocabulary teaching in the universities  80-82
  5.4 Limitations and recommendations for further research  82-83
  5.4 Summary  83-84
References  84-90
AppendixⅠ问卷调查  90-92
AppendixⅡ访谈提纲  92-93
Appendix Ⅲ Word Test Paper(1)  93-105
Appendix Ⅳ Word Test Paper(2)  105-111
Appendix Ⅴ Word Test paper(3)  111-117
Appendix Ⅵ Word Test paper(4)  117-123
Appendix Ⅶ Word Test Paper(5)  123-124
Appendix Ⅷ Word Test Paper(6)  124-125
Appendix Ⅸ  125-128
攻读硕士期间发表的论文  128

认知语言学理论视角下阅读词汇和听力词汇的教学策略

内容摘要

全文目录

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