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Cognitive Linguistic Study of Polysemy and Its Implications on Vocabulary Teaching

Author: ZhouXinCheng
Tutor: WangZuoFang
School: East China Normal University
Course: English Language and Literature
Keywords: Polysemy Typical Category Theory Metaphor Metaphor Vocabulary Teaching
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 209
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Abstract

This paper used the the typical category theory to study the phenomenon of polysemy cognitive rationale, as well as between the various meanings of the polysemy relations. On the basis of this study, the authors attempt to propose a new framework to guide college English vocabulary teaching. Through research, this paper presents the multiple meanings of the polysemy constitutes a typical areas of significance in this area, there is a typical sense, central location in this category; the other meaning through cognitive mechanisms such as metaphor, metonymy by this typical meaning evolved. In this paper, a new vocabulary teaching model based on the typical category theory polysemy, the model consists of three steps: 1) to recognize new words; 2) construct meaning areas; 3) consolidate significance areas. This teaching mode, we will establish a polysemous words meaning areas, the link between the meaning and the meaning of a word analysis, to explain to the students, the students understand the meaning between the contact, as well as polysemy meaning extension mechanism, will polysemy have more profound knowledge and understanding, and thus better learned the polysemy all meaning. Finally, this paper also put forward some proposals to the University of vocabulary teaching. The paper consists of six parts. The first part of the brief introduction to the research purpose, the research focus as well as the structure of the full text. The second part of the literature review. First defined and introduced some important concepts and vocabulary related, such as the definition of a word, vocabulary knowledge. Then focus on at home and abroad affect vocabulary teaching methods reviewed, and domestic vocabulary teaching situation. Part III first introduced the classic category theory of Aristotle, and pointed out its flaws. Then, this part focuses on the classical category theory, some important concepts of the theory, such as the family resemblance, prototype, and the scope of level were introduced in detail. The fourth part is mainly from the perspective of cognitive linguistics polysemy. In this section, the first definition of polysemy explore and study the example to illustrate the of polysemy development and significance extension mechanism. The fifth part is the use of the research results of the Prototype Theory polysemy vocabulary teaching. This - part of a new vocabulary teaching mode, this mode is mainly through the establishment of links between polysemy each meaning to build polysemous words meaning areas which allow students a deeper understanding and master polysemy. The last part is a summary of the entire paper, including the paper's main research results, and the inadequacies of the study as well as recommendations on future research. This paper is mainly used in the Prototype Theory in Cognitive Linguistics research polysemy vocabulary teaching a new vocabulary teaching mode. The authors hope that this paper can provide a new perspective and methods for the University of vocabulary teaching, and thus contribute to the improvement of the status quo of the University of vocabulary teaching.

Cognitive Linguistic Study of Polysemy and Its Implications on Vocabulary Teaching

Abstract

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