基于原型范畴理论的高中英语词汇教学

词汇教学在高中英语教学中占有重要地位,原型范畴作为认知语言学的重要理论,对于引导学生认识、理解、记忆词汇有着重要意义。教师应探究原型范畴理论在高中英语词汇教学中的重要作用,重视对基本范畴词的学习,灵活运用词汇隐喻意义、相似性等特征,引导学生对所学词汇进行归纳与总结,提高学生的学习效率。     

以原型词为基础 构建语法化词汇网络——基于认知原型范畴理论及语料库短语理念

原型范畴与语言的结构和单位密切相关。语料库短语理论为界定语法化词汇提供了依据。词汇网络结构越合理,掌握的词块越丰富,越有助于提高听说读写能力。将原型范畴理论与语料库短语理论结合起来,以单个原型词汇为基础扩大到词块,依据原型词词义,构建语法化词汇网络,使词汇之间的联系更紧密,更易于学生储存、记忆及提取。语法化词汇网络的构建,是以新的视角去研究词汇的习得,更新英语词汇教学理念。     

基于语料库原型范畴理论在高职英语词汇教学的具体运用——以《新编实用英语(2)》为例

近年来原型范畴理论受到国内外研究者和一线教师的关注。该理论从认知角度分析了词汇间的内在联系,为词汇量扩大、词汇知识深度扩展提供一定的理论依据。以《新编实用英语(2)》为教材,以原型范畴理论为指导的词汇教学方法,基于语料库的基础上,借助隐喻和转喻的认知机制,借此提高学生的词汇认知水平。     

基于原型范畴理论的英语词汇教学

词汇是语言的基本组成单位,在英语教学中发挥着重要作用。然而在实际教学中,由于缺乏系统的理论指导,教学效果一直不太理想。本文以原型范畴理论为指导,探讨在英语词汇教学中要重视基本范畴词汇的学习,重视对多义词原型意义和衍生意义的讲解等,从而提高学生学习词汇的兴趣。     

原型范畴理论与英语词汇教学

学习语言最重要的是学习其基本单位词汇,如今大学生学习英语的一大障碍就是词汇的储备量不足。本文以认知语言学中的原型范畴理论为指导,指出在词汇教学过程中,要重视对词的原型意义的讲解,指引学生重视基本范畴词的学习,使学生能够清楚的认识到词的不同意义之间的内在联系,做到条理清晰,融会贯通,提高学生的词汇量储备,提高教学质量。     

原型范畴理论在大学英语词汇教学中的运用

在研究原型范畴理论的基础上,分析如何将原型范畴理论运用于英语词汇教学之中。原型范畴理论对多义词教学的启示有:要重视基本范畴词汇的学习、重视多义词的教学,丰富学生的语义,以及重视在词义扩展中隐喻和转喻所发挥的作用。     

基于原型范畴理论的艺术类高校英语词汇教学研究

词汇是英语学习的基础,大学英语中的词汇教学也成为教学中的重要环节。原型范畴理论作为认知语言学的一个重要理论,将其引入英语词汇教学中会提升教学效果。本文讨论如何将原型范畴理论引入英语词汇教学中,从而指导学生的词汇学习,激发学生学习英语词汇的兴趣。     

原型范畴理论与英语词汇教学

学习语言最重要的是学习其基本单位词汇,如今大学生学习英语的一大障碍就是词汇的储备量不足.本文以认知语言学中的原型范畴理论为指导,指出在词汇教学过程中,要重视对词的原型意义的讲解,指引学生重视基本范畴词的学习,使学生能够清楚的认识到词的不同意义之间的内在联系,做到条理清晰,融会贯通,灵活运用所学词汇,从而使学生的词汇量储备显著提高,课堂气氛得到改善,教学质量得以提高.     

原型范畴理论对英语词汇教学的启示

原型范畴理论是基于人类认知基础上的范畴化理论,它建立在亚历士多德的古典范畴理论基础之上,并对它进行继承和创新。本文以认知原型范畴理论为指导,探讨了英语词汇教学的新理念,提出在词汇教学中,要重视基本范畴词的学习,重视多义词的讲解,重视隐喻的认识,重视上位词和下属词的教学,从而提高学生的学习兴趣,提高教学质量。     

语言范畴化理论基础上的词汇多义性及教学

语言范畴化的原型理论是认知语言学中一项重要内容。在原型范畴化理论中,范畴在纵向和横向两个维度上运作,在纵向上分为原形范畴、上位范畴、下属范畴,横向上以认知参照点为考察点。原型范畴化理论为词汇的多义性提供了重要的研究基础,词汇的多义现象是原型范畴化理论的一种延伸。从词汇的语义和功能两个方面论述了原型范畴化理论在词汇概念上的扩展作用,探讨了在英语词典和教材的编撰及词汇教学中教师对此理论的实际运用。     

培养学生看图写话能力的措施探讨

在语文教学中,教师要重视看图写话训练,通过看图写话训练培养学生的观察能力、想象能力和语言表达能力等。有效开展看图写话训练的策略包括:让学生在看图写话训练中学会观察,学会联想,学会表达自己的感想,培养学生的语言文字运用能力,看图写话训练必须贴近学生的生活实际,必须与教材相结合。     

主位推进模式与大学英语阅读教学

大学英语阅读教学把重点放在分析字、词、句及一些语法项目上是长期存在的一种普遍现象,这种教学方法忽略了培养学生的综合阅读能力和把握整体篇章结构的能力,严重阻碍学生取得理想的阅读效果.本文以篇章理论为基础,从句子的交际功能角度出发,试图探讨篇章理论中主速位结构及主位推进模式对大学英语阅读教学的促进作用,以期能帮助学生提高阅...     

语文阅读素养的提升策略探讨

语文阅读素养的提升要注重课内外相结合,课内学习阅读方法,课外阅读丰富积累。教师要为学生由课内向课外的过渡搭好"桥梁",要让学生"走出去"还能"回得来",培养学生良好的阅读习惯,使学生掌握方法,丰富积累,逐步提高学生运用语言文字的能力。文章对语文阅读素养的提升策略进行论述。     

Learning vocabulary through e-book reading of young children with various reading abilities

Previous studies revealed that young children learn novel word meanings by simply reading and listening to a printed book. In today’s classroom, many children’s e-books provide audio narration support so young readers can simply listen to the e-books. The focus of the present study is to examine the effect of e-book reading with audio narration support on the novel vocabulary learning of first grade students with advanced, average, and poor reading abilities. The effect of adding teacher’s word explanation on novel word learning was also examined. By employing a within-subject design, students read an e-book that contained ten explained words and another e-book containing ten unexplained words. Their performances were compared to ten unexposed control words. As a whole group, results indicated that teacher’s word explanation resulted in greater word learning compared to when word explanation was not provided. However, e-book reading conditions without teacher’s word explanation did not lead to incidental word learning from the e-book context compared to the unexposed control words. When the students were divided into subgroups based on their reading abilities, readers with higher reading abilities learned more word meanings from e-book with teacher’s word explanation. However, three subgroups of readers showed different patterns of word learning across the e-book with and without word explanation and the control conditions. Educational implications of using e-books for students with different reading abilities and limitations are discussed.     

Environmental print and word reading

The nature of the earliest stage of reading was examined by comparing two views about the importance of environmental print in children’s learning experiences. One theory holds that environmental print leads to the acquisition of reading through developing rudimentary representations of specific words and logos, while the second theory concerns assembled phonology and asserts that reading begins with knowing letters and their sounds. Supporters of this theory hold that knowledge of environmental print and logos is reading the environment and may not directly facilitate the acquisition of word reading. Two studies were conducted with non-reading preschool children in which environmental print knowledge was assessed and related to word recognition training. In the first session of each study children were presented with accurate representations of environmental print and logos such as ‘McDonalds’ and ‘Stop’ to find the ones they were able to identify and the ones they failed to identify. In the second session learning trials were conducted with those words from the logos that the children identified and also those that they failed to identify and with matching control words. Both studies found that the words from the known logos were more readily learned than the matching control words, but only in Study 1 were the known logo words learned more readily than the ones the children did not know. The results were discussed in terms of Gibson’s (1969) theory of perceptual learning, and supported the view that environment print and logo knowledge facilitated word reading.     

阅读文本中词汇出现频率对词汇附带习得的影响研究

该文论述用同一篇阅读文本对高校非英语专业学习者进行研究,考察文本中词汇出现频率对词汇附带习得所产生的影响。研究结果显示:1)阅读文本中词汇出现频率对学习者掌握这些词汇的情况有明显影响。2)高频词汇比低频词汇更易被学习者掌握。3)词汇量大的学习者与词汇量小的学习者附带习得词汇的效果无明显差异。     

聋校语文教学知识可视化途径研究

聋生由于存在听觉障碍,视觉补偿优势非常明显,因此在聋校语文课堂重视知识可视化教学显得尤为重要。教师教学中让聋生在游戏、体态、绘画等情境中以玩、看、画等形式进行识字,极大地提升了聋生对于所学字词的接受能力;以看图说、演、想、写等形式进行说写训练,有效的提高了聋生的语言表达能力;让聋生通过想象阅读,感受美、体悟情,较好地培养了聋生的阅读和想象力。     

Evaluating the role of polysemous word knowledge in reading comprehension among bilingual adolescents

This study reports on the development of an assessment to measure bilingual adolescents’ knowledge of polysemous vocabulary and explores the contribution of polysemous word knowledge to reading comprehension among those students. Spanish–English bilingual students in seventh grade (n = 107) completed a battery of standardized reading and language measures along with a researcher-designed measure of their knowledge of the academic senses of words that also have casual, everyday meanings. Item-response theory analyses and correlational analyses provided validity evidence for the assessment. Regression analyses indicated that students’ knowledge of academic senses of polysemous words predicted their reading comprehension, even after controlling for their knowledge of the casual sense of the same words, vocabulary breadth, and decoding skills. Findings suggest that comprehension of grade-level texts is uniquely predicted by the ability to recognize the meanings of familiar words when they appear in academic contexts.     

An Examination of an Intervention Program Designed to Enhance Reading and Spelling Through the Training of Morphological Decomposition in Word Recognition

Morphological analysis of words has been shown to characterize skilled reading. A manipulation on the presentation of words, designed to encourage this process, was examined in dyslexic readers. Fifty-eight Hebrew-speaking university students with dyslexia were divided into three groups. One underwent a very short-term morpheme-based training, consisting of a time-restricted exposure to the root morphemes of words presented in a lexical decision task. The rest of the words’ letters remained on screen until a response. Another group received a control training consisting of the same procedure, except that the presentation of a nonmorphological orthographic unit was manipulated. Two untrained control groups, of dyslexic readers and of typical readers (n = 20), received pre- and posttest measures without training. The results suggest modest but positive effects on reading and spelling following the morpheme-based training, thereby suggesting that the morphological manipulation examined should be integrated in more intensive trainings.     

Improving the reading of bisyllabic words that involve context-sensitive spelling rules: focus on successes or on failures?

The effect of two training procedures on the improvement of reading accuracy in poor readers was examined in relation to their initial reading level. A randomized controlled trial was conducted with 60 poor readers. Poor readers were assigned to a control group that received no training, or one of two training conditions. One training concentrated on the words the children read correctly (successes), the other on the words they read incorrectly (failures). They repeatedly read bisyllabic Dutch words, half of the training words involving context-sensitive spelling rules (vowel degemination or consonant gemination). Some children repeatedly read their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain the accuracy rate at a constant level. In general, children who received training improved their reading accuracy and reading speed of trained words, and reading accuracy of untrained words, more than the control group. Which training focus is superior, depends on the reading level of the child and the type of words used. For children with a low initial reading level, to improve reading accuracy of bisyllabic words that follow context-sensitive spelling rules, a training focus on failures was superior over a training focus on successes. For children with a high initial reading level, improvement of reading speed was largest in a training on successes. Evidently, the improvement of word reading skills depends both on the children’s level of reading competence and on the type of training.