原型理论指导下的大学英语词汇实证研究

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摘要

近年来，词汇教学方法、策略以及词汇的记忆已经成为研究的重点。在

我国，对于英语词汇教学的认识尚未统一，老师处理单词的方法比较传统，

学生抱怨单词记不住。为了更加有效提高词汇教学和学习，笔者通过实证研

究提出将原型理论应用于大学英语词汇教学。

认知语言学认为，知识是以网络的形式存在人脑中。在这个网络中，有

些位于中心，有些位于边缘。位于中心的知识就是该网络的原型，它们容易

被提取和记忆。根据原型范畴理论，人们对范畴的习得是从范畴中心成员（基

本层次范畴）开始认知的，向上可以习得高层次的范畴，向下可以习得低层

次的范畴。在对原型理论的有效性和可行性进行分析后，结合我国英语学习

者的语言环境和以及我国大学生自身的特点，本文将原型理论给予词汇教学

的启示策略（语境策略、注重基本词汇和词义原型以及上下属范畴策略）应

用于为期两个月的教学实验中，并设计了后期测试。通过实验结果分析，讨

论了利用原型理论改进的教学方法的有效性：提高了学生对词汇处理的认知

层次，记忆的效果和词汇的输出。此外，这种教学方式在激发学生的词汇学

习兴趣上也起到了一定的作用。

关键词：词汇词汇教学原型范畴等级结构

III

ABSTRACT

Vocabulary learning strategies, skills and vocabulary memorization have become

the focus of present studies. Nevertheless, English vocabulary teaching in our country

has not attained a unanimous recognition; teachers deal with words in a traditional

way; students complain about their poor vocabulary. For an effective vocabulary

teaching and learning, the author attempts to apply prototype theory into college

vocabulary teaching with experimental study.

Cognitive linguistics holds that knowledge is stored as network in our brain.

Some are in the center, others in the marginal. Those in the center are prototype of

certain category, which is easy to recall and memorize. According to prototype theory,

people’s cognition starts from prototype or basic level category, and then extends into

superordinate and subordinate ones in the hierarchical structure. After a deep analysis

on the feasibility and availability of prototype theory, taking the present English

learning environment and the characteristics college students of our country into

consideration, the author brings the theory enlightenments such as context strategy,

focus on basic words and prototypical meaning and paradigmatic and syntagmatic

strategy into two-month teaching practice. The results of the post-test show the

effectiveness of the enhanced approach adopted with prototype theory which deepens

students’ cognition of vocabulary processing as well as vocabulary memorization and

which promotes students’ vocabulary output. Furthermore, students’ learning spirit is

aroused to certain extent in this approach.

Key Words: Vocabulary, Vocabulary Teaching, Prototype, Category

Hierarchical Structure

CONTENTS

ACKNOWLEGEMENTS……....................................................................................Ⅰ

摘要............................................................................................................................Ⅱ

ABSTRACT………………………………………………………………………………Ⅲ

Chapter One Introduction ..............................................................................................1

§1.1 Background and Rationale for the Study ........................................................... 1

§1.2 Purpose of the Study .......................................................................................... 4

§1.3 Research Hypotheses ......................................................................................... 5

§1.4 The Organization of the Thesis .......................................................................... 5

Chapter Two Literature Review .................................................................................... 7

§2.1 Early Approaches ............................................................................................... 7

§2.2 Vocabulary Control Movement .......................................................................... 8

§2.3 Structural Approach and Communicative Approach ....................................... 10

§2.4 Current Trends ..................................................................................................11

§2.5 Vocabulary Teaching in China ......................................................................... 12

Chapter Three Theoretical Preliminaries ...................................................................14

§3.1 The Definition of Word ....................................................................................14

§3.2 Basic Items in Vocabulary ................................................................................15

§3.3 Vocabulary Teaching and Learning ..................................................................17

§3.3.1 The Aims of College English Vocabulary Teaching .............................. 17

§3.3.2 Productive (active) VS Receptive (passive) Vocabulary ....................... 20

§3.3.3 Criteria for Vocabulary Selection ...........................................................21

§3.3.4 Vocabulary Teaching Procedures ........................................................... 22

§3.4 Memory in Vocabulary Learning ..................................................................... 24

Chapter Four Theoretical Foundation and Its Relevance to Vocabulary Teaching27

§4.1 The Background of Prototype Theory ..............................................................27

§4.1.1 Categorization: classical view vs. cognitive view ................................. 27

§4.1.2 Development and Experiments .............................................................. 28

§4.2 Prototype Characteristics ................................................................................. 29

§4.2.1 The Hierarchical Structure of Category ................................................. 29

§4.2.2 Prototype as an Ideal Cognitive Model ..................................................32

§4.2.3 The Prototypical Meaning of Word ........................................................32

§4.3 Prototype in Dynamic Status ........................................................................... 33

§4.3.1 Prototype & Context .............................................................................. 33

§4.3.2 Semantic Extension: Metaphor & Metonymy ....................................... 35

§4.4 Enlightenment for Vocabulary Teaching ..........................................................37

Chapter Five The Application of Prototype Theory in College English Teaching .. 39

§5.1 Hypotheses .......................................................................................................39

§5.2 Subjects & Materials ........................................................................................39

§5.3 Experiment Design & Theoretical Basis ..........................................................40

§5.3.1 Preparation (Words Selection) ............................................................... 42

§5.3.2 Classroom Presentation ..........................................................................44

§5.3.3 Consolidation......................................................................................... 46

§5.3.4 Post—test ............................................................................................... 48

§5.4 Results and Discussion .................................................................................... 49

Chapter Six Conclusion ................................................................................................ 54

Bibliography .................................................................................................................. 57

Appendix ........................................................................................................................ 61

在读期间公开发表的论文 ............................................................................................ 65

Chapter One Introduction

§1.1 Background and Rationale for the Study

As a fundamental component of any language, vocabulary is of critical

importance to language learners. The fact has already been demonstrated by many

well—known linguists: D.A. Wilkins (1972) discussed the importance of

vocabulary, saying “Without grammar very little can be convey; without vocabulary

nothing can be conveyed.” Just as Chomsky (1989) said, with the existence of

universal grammar, language is more of an issue of vocabulary. Laufer (1998) also

said that the great difference between native speakers and foreign language learners

lies in the quantity of vocabulary. It is clearly illustrated that without the mastery of

vocabulary, no one can use a language appropriately in communication.

As a key element to foreign language learning, vocabulary also plays a leading

role in the development of the basic skills of language—listening, speaking, reading,

writing and translating. None of the above can be improved without the dependence

on vocabulary. The vocabulary size directly decides the proficiency level.

According to Holmes and Singer’s multi—level reading theory, vocabulary is

essential in the college stage: “in article, vocabulary understanding accounts for

39% of the reading ability; vocabulary size, 47% of reading comprehension;

vocabulary recognition, 28% of reading speed ratio” (Singer, 1985:646). Clearly,

vocabulary teaching is the essential content and link for students’ coordinated

development.

However, this field has been ignored for a long time. Study on vocabulary

teaching failed to arouse people’s attention. It was not until 1970s that people began

to realize the importance of vocabulary teaching. D.A.Wilkins advocated lexical

semantics and attached much importance to it. F.Twaddell (1972) was against the

earlier researchers who focus on limited vocabulary quantity. He held that,

achieving mid—level, foreign language learners should enlarge their vocabulary

size not through memorizing word—list, but by way of guessing strategies.

M.Donley (1974) put up his new concept; he encouraged students to explore the

internal structure of lexicon and to emphasize the syntagmatic and paradigmatic

An Empirical Study on College English Vocabulary Teaching under the Guidance of Prototype

Theory

relationship, context and contrast. “8 C--C” (collocation, clines, clusters, cloze

procedures, context, consultation, cards, creativity, and guessing) concluded by

Brown in the 1980s represents the content and latest skills in vocabulary teaching.

Since the 1980s, people have brought linguistic theories into language teaching,

such as restricted collocations, semantic field theory and componential analysis

(Channel, 1981), which laid a solid foundation for vocabulary teaching. From all

the above, we know that foreign researchers show much concern on vocabulary

teaching and learning: on the one hand, they place vocabulary teaching in an

importance place; on the other hand, they bring their unique view of lexical

semantics into practice. In addition, vocabulary learning has been regarded as an

importance skill, through which we can explore what students learn and by which

means. But a question remains to be answered: what is the core issue of learning

English vocabulary and how to identify it.

Since 1979, college English teaching has experienced recovery, developing

and elevation periods: English has become the compulsory course in college;

College English Teaching Syllabus has been designed; test systems for CET4 as

well as CET6 have been set up. On this condition, many graduates maintain certain

listening and reading abilities, and can master primary English in speaking and

writing communication, using English as a tool to acquire for professional

information.

Since the importance of vocabulary teaching has been recognized, national

educational circle has a deep discussion on this issue. According to the statistics,

the research on vocabulary teaching is mainly exhibited in the following aspects:1)

problems and strategies in English vocabulary teaching; 2) means and skills in

English vocabulary teaching; 3) principles in English vocabulary teaching; 4)

context and vocabulary teaching; 5) linguistic theory and vocabulary teaching; 6)

meaning study theory and vocabulary teaching; 7) memory and English vocabulary

teaching; 8) active and passive vocabulary; 9) vocabulary teaching and culture

guide; 10) corpus and vocabulary teaching (章柏成、韦汉, 2004).

From the above, we may conclude that researchers mainly focus on the means,

strategies as well as skills in English vocabulary teaching and memorization in

vocabulary teaching, which are the core of English vocabulary teaching

determining the teaching results. Most teachers realize the importance of

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摘要：

II摘要近年来，词汇教学方法、策略以及词汇的记忆已经成为研究的重点。在我国，对于英语词汇教学的认识尚未统一，老师处理单词的方法比较传统，学生抱怨单词记不住。为了更加有效提高词汇教学和学习，笔者通过实证研究提出将原型理论应用于大学英语词汇教学。认知语言学认为，知识是以网络的形式存在人脑中。在这个网络中，有些位于中心，有些位于边缘。位于中心的知识就是该网络的原型，它们容易被提取和记忆。根据原型范畴理论，人们对范畴的习得是从范畴中心成员（基本层次范畴）开始认知的，向上可以习得高层次的范畴，向下可以习得低层次的范畴。在对原型理论的有效性和可行性进行分析后，结合我国英语学习者的语言环境和以及我国大学生自...

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