认知语言学理论视角下阅读词汇和听力词汇的教学策略
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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。
Vocabulary learning, as a great obstacle in English learning, has made researchers carry out into it. Recently, in vocabulary research, more attention has been paid to learner's autonomy, thus teaching strategies are neglected. However, the traditional teaching practice lays great emphasis on reading vocabulary rather than on listening vocabulary, which leads to the common phenomenon of "deaf-mute English". As for the sophomores, their learning is at a crucial transition point. They have mastered a quantity of basic vocabulary, but they are poor at the knowledge of vocabulary and the use of vocabulary. They need more instruction from English teachers in their vocabulary learning. The study is conducted in the College of Arts and Sciences of Yunnan Normal University. The theories used are mainly based on cognitive linguistics, such as categorized prototype theory, schema theory and metaphor theory. The subjects include 10 teachers and 60 grade-two English majors. Questionnaire, interview, vocabulary tests and teaching experiment have been conducted to explore the effective ways of teaching vocabulary. Four research hypotheses have been put forward:①Teachers and learners are unaware of the reading vocabulary and listening vocabulary in English classrooms. Teachers also take fewer measures to help learners learn words, let alone the use of cognitive theories.②Listening vocabulary is different from reading vocabulary, and students' listening vocabulary size is smaller than that of reading vocabulary.③The results of vocabulary tests vary with the input ways.④The class taught with the guidance of cognitive theories gets better scores than the one taught by conventional ways in vocabulary tests.
After careful analysis of the data, the four hypotheses have been verified and some suggestions on vocabulary teaching have been put forward. Firstly, based on categorized prototype, teachers should provide more detailed explanation on the deep relationship among words. Secondly, teachers should help learners build the language knowledge schema; enhance the connection between the known knowledge and the new one. Thirdly, teachers should develop the learners' thinking way of metaphor. Lastly, teachers should train students in vocabulary-learning strategies, or open the lexicology course.
This thesis provides some ideas about the teaching of listening vocabulary and reading vocabulary from the cognitive perspective, but being a somewhat new research topic, more devotion is needed from other researchers.
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。
Vocabulary learning, as a great obstacle in English learning, has made researchers carry out into it. Recently, in vocabulary research, more attention has been paid to learner's autonomy, thus teaching strategies are neglected. However, the traditional teaching practice lays great emphasis on reading vocabulary rather than on listening vocabulary, which leads to the common phenomenon of "deaf-mute English". As for the sophomores, their learning is at a crucial transition point. They have mastered a quantity of basic vocabulary, but they are poor at the knowledge of vocabulary and the use of vocabulary. They need more instruction from English teachers in their vocabulary learning. The study is conducted in the College of Arts and Sciences of Yunnan Normal University. The theories used are mainly based on cognitive linguistics, such as categorized prototype theory, schema theory and metaphor theory. The subjects include 10 teachers and 60 grade-two English majors. Questionnaire, interview, vocabulary tests and teaching experiment have been conducted to explore the effective ways of teaching vocabulary. Four research hypotheses have been put forward:①Teachers and learners are unaware of the reading vocabulary and listening vocabulary in English classrooms. Teachers also take fewer measures to help learners learn words, let alone the use of cognitive theories.②Listening vocabulary is different from reading vocabulary, and students' listening vocabulary size is smaller than that of reading vocabulary.③The results of vocabulary tests vary with the input ways.④The class taught with the guidance of cognitive theories gets better scores than the one taught by conventional ways in vocabulary tests.
After careful analysis of the data, the four hypotheses have been verified and some suggestions on vocabulary teaching have been put forward. Firstly, based on categorized prototype, teachers should provide more detailed explanation on the deep relationship among words. Secondly, teachers should help learners build the language knowledge schema; enhance the connection between the known knowledge and the new one. Thirdly, teachers should develop the learners' thinking way of metaphor. Lastly, teachers should train students in vocabulary-learning strategies, or open the lexicology course.
This thesis provides some ideas about the teaching of listening vocabulary and reading vocabulary from the cognitive perspective, but being a somewhat new research topic, more devotion is needed from other researchers.
引文
Alexander, R.C.& R. M.Shiffrin.1982. Human memory:A proposed system and its control process [J].In The psychology of learning and motivation:Advances in search and Theory Vil.l eds. W. k. Spence & J. T. Spence. New York:Academic Press(11):42-47..
Bloomfield, L. Language.1933. London:[M].New York:Holt.
Bartlett, F.C.2002. Remembering:A Study in Experimental and Social Psychology [M]. Cambridge:Cambridge University Press.
Caufer, V.1997. Second Language Learning and Language Teaching [M]. Beijing: Foreign Language Teaching and Research Press; Edward Arnold (Publishers) Limited.
Carter, R.A.& M. J. McCarthy.1988.Vocabulary and Language Teaching [M] New York:Longman.
Channell, J.M.1988. Applying Semantic Theory to Vocabulary Teaching [J].ELT Journey. Eleanor Rosch:In Carter & McCarthy (Eds.) (8):26-31.
Carter R A, McCarthy M.J.1988.Vocabulary and Language Teaching [M]. London: Longman.
Coady, J & T. Huckin.1997. Second Language Vocabulary Acquisition[M] Cambridge:Cambridge University Press.
De Klerk & Bosch.1997. Vocabulary Measurement:Techniques and Major Findings [J].Elementary English (42):895-901.948.
Eleanor Rosch.2001. Prototype Theory[M].Oxford:Oxford University Press. Faerch, Haastrup & Phillipson.1989. Teaching and Learning English as a Foreign Language [M].Ann Arbor:University of Michigan Press.
Grass, M. Susan & Schachter, Jacquelyn.1989. Linguistic Perspective on Second Language Acquisition [M].Cambridge University Press.
\Grenfell, M.& Harris, V.2000. Modern Language and Learning Strategies:in Theory and Practice [M]. London:Routledge.
Halliday.M. A. K., R. Hansan.1975.Cohension in English[M]. London: Longman.
Halliday M.A.K et al.1964. Linguistic Sciences and Language Teaching [M] London:Longman.
Heine, B. et al.1991. Grammaticalizion:A conceptual Framework [M]. Chicago: the Chicago University Press.
Henmon, V.A.C. (ed.) 1929. Achievement Tests in the Modern Foreign Language, Prepared for the Modern Foreign Language Study and Canadian Committee on Modern Languages [M]. New York:Macmillan.
Immannal Kant.1781:67.An Introduction of Cognitive Linguistics[M]. San Diego: Academic Press.
Jo McDonough & Steven McDonough.1990. Research Methods of English Language Teachers[M]. London:Longman.
Lado, R.1961. Patterens of difficulty in Vocabulary[J]. Language Learning 6,1 & (2):42-44.
Lado, R.1990.Toward a Lexico-Semantic Theory of Language and Language learning[J]. The Georgetown Journal of Languages and Linguistics. (22):65-88.
Laffoff G &Johnson M.1980. Metaphor We Live By[M]. Chicago:Chicago University Press.
Larsen-Freeman, D.1991. Techniques and Principles in Language Teaching [M]. Oxford:Oxford University Press.
Laufer, B.,& P. Nation.1993. Vocabulary Size and Use:Lexical Richness in L2 Written Production 1991. Applied Linguistics.
Laufer, B.1997. The Development of Passive and Active Vocabulary in a Second Language:Same or Different? [M].Applied Linguistics.
Laufer, B.1990. Why Are Some Words More Difficult Than Others?[M]. Iral, Vol.28.
Lewis, M.1993.The Lexical Approach:The state of ELT and the Way Forward [M]. Hove, England:Language Teaching Publications.
Longman Dictionary of Contemporary English [M].1995. London:Longman Group Limited. Lyons, John.1995. Linguistic Semantics:An Introduction [M]. Cambridge: Cambridge University Press.
Meara.P.1996. The Third Dimension of Lexical Competence. Paper Presented at the AIL a Congress, Available Internet:http:// www.swansea.ac.uk/cals/vlibrary/pm96d.html.
Meara, P.& B. Buxton.1987. An Alternative to Multiple Choice Vocabulary Tests. Language Testing [M]. Cambridge:Cambridge University Press.
Norbert Schmitt & Michael McCarthy.2002. Vocabulary:Description, Acquisition and Pedagogy [M]. Shanghai:Shanghai Foreign Language Education Press.
Nation, I, S, P.1990. Teaching and Learning Vocabulary [M]. New York:Newbuey House.
Palmberg, R.1990.Patterns of Vocabulary Development in Foreign-language Learners. Studies in Second Language Acquisition[M]. Shanghai:Shanghai Foreign Language Education Press.
Paribakht, T.S.& Wesche, M.1996. Enhancing vocabulary acquisition through reading:A hierarchy of text-related exercise types [M].Canada:The Canadian Modern Language Review.
Ranjit, K.1996. Research Methodology [M]. London:Longman.
Ranjer.1997. Questionnaires in the Research [J]. Elementary English view (14): 119-124.
Richards, J.C.& T.S. Rodgers.1976.Approaches and Methods in Language Teaching[M]. Foreign Language Teaching and Research Press.
Richards, J. C.1992.The Role of Vocabulary Teaching[J]. TESOL Quarterly (9): 96-99.
Rosch, E.& Mervis, C.B.1975. Family Resemblances:Studies in the Internal Structure of Categories [J]. Cognitive Psychology (8):328-439.
Rosch, E. et.al.1976. Basic Objects in Natural Categories [J]. Cognitive Psychology(8):382-439.
Rumelhart D. E.1980. Schemata:the Building Blocks of Cognition, in Theoretical Issues in Reading Comprehension [M]. Hillsdale:New Jersey:Lawrence Erlbaum Schmitt, N.& M McCarthy.1997. Vocabulary, Description, Acquisition and Pedagogy [M]. Cambridge:Cambridge University Press.
Schimid, N.2001. Vocabulary Learning Strategies[M]. Cambridge:Cambridge University Press.
Susan Toohbey.2000.Designing Course for Higher Education n [M]. Taylor, John R.2001. Linguistic Categorization:Prototypes in Linguistics Theory. Beijing:Foreign Language Teaching and Research Press.
Thorndike, E. L.& I. Lorge.1944). The teacher's book of 30,000 Words [M] Columbia University:Teachers College.
Ungerer, F.& H.J. Schmid.2001. An introduction to Cognitive Linguistics [M].Longman:Addison Wesley Longman Limited.
Widdowson.H. G. 1978. Teaching Language as Communication [M]. Oxford: Oxford University Press,
Wesche & Parinakht.1996. Assessing Second Language Vocabulary Knowledge: depth vs. breadth [M]. Canadian Modern Language Review.
Wilkinson, Peter R.1993. Thesaurus of Traditional English Metaphors[M].London: New York:Routledge.
Zhun Chun.1994. The Acquisition of Vocabulary", Psychology for Foreign Language Teaching[M]. Shanghai Foreign Language Education Press.
OXFORD ADVANCED LEARNER'S DICTIONARY OF CURRENT ENGLISH (Extended fourth edition).1997. Shanghai:The Commercial Press & Oxford:Oxford University Press.
高等学校外语专业教学指导委员会英语组,2000,《高等学校英语专业教学大纲》「Z」。北京：外语教学与研究出版社。
高等学校外语专业教学指导委员会英语组编写,1999,《高等学校英语专业教学大纲》「Z」。北京：外语教学与研究出版社。
桂诗春,1983,《中国学生英语词汇量调查》「J」。载《公共外语教学研究文集》,上海外语学院出版社。(2)：392-431。
胡壮麟,2003,《语言学高级教程》「M」。北京：北京大学出版社。
刘润清,1989,《论大学英语教学》「M」。北京： 外语教学与研究出版社。
刘润清,韩宝成,2000,《语言测试和它的方法(修订版)》「M」。北京：外语教学与研究出版社。
刘思,1995,《英语听力词汇量和阅读词汇量的调查报告》「JJ。载《外语教学和研究》1995(1)。北京：北京外国语大学。
倪岚,2000,《对外语专业二年级学生词汇的研究》「JJ。国外外语教学(2)：38-41。
束定芳,2002,《语言的认知研究》「M」。上海：上海外语教育出版社。
赵艳芳,2001,《认知语言学概论》「M」。上海：上海外语教育出版社。
孙亚玲,2002,《教育科研方法研究》「M」,云南：云南科技出版社。
张纪英,2007,《英语词汇学教学与研究》fMJ,武汉：华中科技大学出版社。
张韵雯,2004,《现代英语词汇学概论》「M」, 北京：北京师范大学出版社。
张桂萍,2005,《中国学生课堂环境下主动词汇与被动词汇的发展》「J」.现代外语,(11)：374-382。
章柏成,韦汉,2004,《英语词汇教学的呈现方式研究》「J」, 外语与外语教学,(4),24-27。
钟道隆,2001,《逆向法巧学英语》「M」.北京：清华大学出版社。
杨端和,李强,1998,《语言统计学》「M」,云南：云南大学出版社。
杨端和,2004,《语言研究应用SPSS软件实例大全》「M」,北京：中国社会科学出版社。
Bloomfield, L. Language.1933. London:[M].New York:Holt.
Bartlett, F.C.2002. Remembering:A Study in Experimental and Social Psychology [M]. Cambridge:Cambridge University Press.
Caufer, V.1997. Second Language Learning and Language Teaching [M]. Beijing: Foreign Language Teaching and Research Press; Edward Arnold (Publishers) Limited.
Carter, R.A.& M. J. McCarthy.1988.Vocabulary and Language Teaching [M] New York:Longman.
Channell, J.M.1988. Applying Semantic Theory to Vocabulary Teaching [J].ELT Journey. Eleanor Rosch:In Carter & McCarthy (Eds.) (8):26-31.
Carter R A, McCarthy M.J.1988.Vocabulary and Language Teaching [M]. London: Longman.
Coady, J & T. Huckin.1997. Second Language Vocabulary Acquisition[M] Cambridge:Cambridge University Press.
De Klerk & Bosch.1997. Vocabulary Measurement:Techniques and Major Findings [J].Elementary English (42):895-901.948.
Eleanor Rosch.2001. Prototype Theory[M].Oxford:Oxford University Press. Faerch, Haastrup & Phillipson.1989. Teaching and Learning English as a Foreign Language [M].Ann Arbor:University of Michigan Press.
Grass, M. Susan & Schachter, Jacquelyn.1989. Linguistic Perspective on Second Language Acquisition [M].Cambridge University Press.
\Grenfell, M.& Harris, V.2000. Modern Language and Learning Strategies:in Theory and Practice [M]. London:Routledge.
Halliday.M. A. K., R. Hansan.1975.Cohension in English[M]. London: Longman.
Halliday M.A.K et al.1964. Linguistic Sciences and Language Teaching [M] London:Longman.
Heine, B. et al.1991. Grammaticalizion:A conceptual Framework [M]. Chicago: the Chicago University Press.
Henmon, V.A.C. (ed.) 1929. Achievement Tests in the Modern Foreign Language, Prepared for the Modern Foreign Language Study and Canadian Committee on Modern Languages [M]. New York:Macmillan.
Immannal Kant.1781:67.An Introduction of Cognitive Linguistics[M]. San Diego: Academic Press.
Jo McDonough & Steven McDonough.1990. Research Methods of English Language Teachers[M]. London:Longman.
Lado, R.1961. Patterens of difficulty in Vocabulary[J]. Language Learning 6,1 & (2):42-44.
Lado, R.1990.Toward a Lexico-Semantic Theory of Language and Language learning[J]. The Georgetown Journal of Languages and Linguistics. (22):65-88.
Laffoff G &Johnson M.1980. Metaphor We Live By[M]. Chicago:Chicago University Press.
Larsen-Freeman, D.1991. Techniques and Principles in Language Teaching [M]. Oxford:Oxford University Press.
Laufer, B.,& P. Nation.1993. Vocabulary Size and Use:Lexical Richness in L2 Written Production 1991. Applied Linguistics.
Laufer, B.1997. The Development of Passive and Active Vocabulary in a Second Language:Same or Different? [M].Applied Linguistics.
Laufer, B.1990. Why Are Some Words More Difficult Than Others?[M]. Iral, Vol.28.
Lewis, M.1993.The Lexical Approach:The state of ELT and the Way Forward [M]. Hove, England:Language Teaching Publications.
Longman Dictionary of Contemporary English [M].1995. London:Longman Group Limited. Lyons, John.1995. Linguistic Semantics:An Introduction [M]. Cambridge: Cambridge University Press.
Meara.P.1996. The Third Dimension of Lexical Competence. Paper Presented at the AIL a Congress, Available Internet:http:// www.swansea.ac.uk/cals/vlibrary/pm96d.html.
Meara, P.& B. Buxton.1987. An Alternative to Multiple Choice Vocabulary Tests. Language Testing [M]. Cambridge:Cambridge University Press.
Norbert Schmitt & Michael McCarthy.2002. Vocabulary:Description, Acquisition and Pedagogy [M]. Shanghai:Shanghai Foreign Language Education Press.
Nation, I, S, P.1990. Teaching and Learning Vocabulary [M]. New York:Newbuey House.
Palmberg, R.1990.Patterns of Vocabulary Development in Foreign-language Learners. Studies in Second Language Acquisition[M]. Shanghai:Shanghai Foreign Language Education Press.
Paribakht, T.S.& Wesche, M.1996. Enhancing vocabulary acquisition through reading:A hierarchy of text-related exercise types [M].Canada:The Canadian Modern Language Review.
Ranjit, K.1996. Research Methodology [M]. London:Longman.
Ranjer.1997. Questionnaires in the Research [J]. Elementary English view (14): 119-124.
Richards, J.C.& T.S. Rodgers.1976.Approaches and Methods in Language Teaching[M]. Foreign Language Teaching and Research Press.
Richards, J. C.1992.The Role of Vocabulary Teaching[J]. TESOL Quarterly (9): 96-99.
Rosch, E.& Mervis, C.B.1975. Family Resemblances:Studies in the Internal Structure of Categories [J]. Cognitive Psychology (8):328-439.
Rosch, E. et.al.1976. Basic Objects in Natural Categories [J]. Cognitive Psychology(8):382-439.
Rumelhart D. E.1980. Schemata:the Building Blocks of Cognition, in Theoretical Issues in Reading Comprehension [M]. Hillsdale:New Jersey:Lawrence Erlbaum Schmitt, N.& M McCarthy.1997. Vocabulary, Description, Acquisition and Pedagogy [M]. Cambridge:Cambridge University Press.
Schimid, N.2001. Vocabulary Learning Strategies[M]. Cambridge:Cambridge University Press.
Susan Toohbey.2000.Designing Course for Higher Education n [M]. Taylor, John R.2001. Linguistic Categorization:Prototypes in Linguistics Theory. Beijing:Foreign Language Teaching and Research Press.
Thorndike, E. L.& I. Lorge.1944). The teacher's book of 30,000 Words [M] Columbia University:Teachers College.
Ungerer, F.& H.J. Schmid.2001. An introduction to Cognitive Linguistics [M].Longman:Addison Wesley Longman Limited.
Widdowson.H. G. 1978. Teaching Language as Communication [M]. Oxford: Oxford University Press,
Wesche & Parinakht.1996. Assessing Second Language Vocabulary Knowledge: depth vs. breadth [M]. Canadian Modern Language Review.
Wilkinson, Peter R.1993. Thesaurus of Traditional English Metaphors[M].London: New York:Routledge.
Zhun Chun.1994. The Acquisition of Vocabulary", Psychology for Foreign Language Teaching[M]. Shanghai Foreign Language Education Press.
OXFORD ADVANCED LEARNER'S DICTIONARY OF CURRENT ENGLISH (Extended fourth edition).1997. Shanghai:The Commercial Press & Oxford:Oxford University Press.
高等学校外语专业教学指导委员会英语组,2000,《高等学校英语专业教学大纲》「Z」。北京：外语教学与研究出版社。
高等学校外语专业教学指导委员会英语组编写,1999,《高等学校英语专业教学大纲》「Z」。北京：外语教学与研究出版社。
桂诗春,1983,《中国学生英语词汇量调查》「J」。载《公共外语教学研究文集》,上海外语学院出版社。(2)：392-431。
胡壮麟,2003,《语言学高级教程》「M」。北京：北京大学出版社。
刘润清,1989,《论大学英语教学》「M」。北京： 外语教学与研究出版社。
刘润清,韩宝成,2000,《语言测试和它的方法(修订版)》「M」。北京：外语教学与研究出版社。
刘思,1995,《英语听力词汇量和阅读词汇量的调查报告》「JJ。载《外语教学和研究》1995(1)。北京：北京外国语大学。
倪岚,2000,《对外语专业二年级学生词汇的研究》「JJ。国外外语教学(2)：38-41。
束定芳,2002,《语言的认知研究》「M」。上海：上海外语教育出版社。
赵艳芳,2001,《认知语言学概论》「M」。上海：上海外语教育出版社。
孙亚玲,2002,《教育科研方法研究》「M」,云南：云南科技出版社。
张纪英,2007,《英语词汇学教学与研究》fMJ,武汉：华中科技大学出版社。
张韵雯,2004,《现代英语词汇学概论》「M」, 北京：北京师范大学出版社。
张桂萍,2005,《中国学生课堂环境下主动词汇与被动词汇的发展》「J」.现代外语,(11)：374-382。
章柏成,韦汉,2004,《英语词汇教学的呈现方式研究》「J」, 外语与外语教学,(4),24-27。
钟道隆,2001,《逆向法巧学英语》「M」.北京：清华大学出版社。
杨端和,李强,1998,《语言统计学》「M」,云南：云南大学出版社。
杨端和,2004,《语言研究应用SPSS软件实例大全》「M」,北京：中国社会科学出版社。