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An Empirical Study on the Acquisition of Polysemous Words with Core-sense and Non-core-sense Cues

Author: LiuChuan
Tutor: LiuChunYan
School: Jiangxi Normal University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Polysemy Core meaning Figuratively Prototype Theory Fine processing
CLC: H033
Type: Master's thesis
Year: 2008
Downloads: 89
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Abstract

The polysemy many significance usually cause difficulties and confusion to the learner. Many studies have shown that the the polysemy Acquisition worse than the acquisition of other types of vocabulary. The main reason for learners unable to grasp the right method, based on the principle of structuralism, they usually mean separated, the results not only is not conducive to proper understanding, but also aggravate the burden of memory. However, cognitive linguistics that these meanings are linked because it considers many significance is derived by a core meaning, polysemy acquisition provides a good theoretical support. Therefore, the authors assume that teaching first teach core meaning, and guide students to understand the link between the core meaning of diffraction, would further contribute to the acquisition of polysemy. Of prototype theory of cognitive linguistics and psycholinguistics fine processing theory is based on the use of empirical research to explore effective way to provide core meaning and figurative sense under the conditions of acquisition of polysemy. This study attempts to answer the following questions: first, compared with providing a figurative sense, the core meaning is more conducive to speculation on the polysemy other figurative sense? Provide figurative sense, to provide the core meaning whether more help memory retention? third, under two conditions, guess whether the correlation between the word and the memory? How to explain the correlation between the presence or absence. The study sample of Jiangxi Normal University, 99 students of the first year of the non-English majors. Under experimental conditions, they were randomly divided into two groups - Group 1 (core meaning) and group 2 (diffraction significance). After the end of each stage of the test, have a one-to-one interviews to obtain qualitative data. Use SPSS to guess the word, short-term memory and long-term memory performance analysis, as well as among the analysis, combined with interviews with students, came to the following conclusions: First, the two sets of word-guessing test rendered in a significant difference, the better the performance of the core group than in the non-core group. Secondly, the two groups in the Short-Term Memory test is not a significant difference. Two groups in long-term memory test were significantly different, the core group scored higher than the non-core group. Fourth, the general said, guess the positive correlation between the words and memories, despite the correlation coefficient is not high. The core group in a positive correlation between word-guessing and memory; non-core group in the negative correlation between word-guessing and long-term memory. Based on these results, the authors suggest that in the teaching process, we should pay more attention to the core meaning - first grasp the core meaning and understanding of the links between the core meaning and metaphor. For textbook writers should first introduce the the polysemy core meaning.

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