英语专业学生多义词习得的认知语言学研究  

Chinese English Majors' Acquisition of English Polysemous Words:A Cognitive Linguistic Approach

作　　者：张绍全[1] 

机构地区：[1]西南政法大学外国语学院,重庆401120

出　　处：《外国语文》2010年第4期101-107,共7页Foreign Languages and Literature

摘　　要：多义词的习得尤其对外语学习者来说,一直是一大难题。把认知语言学的多义性理论应用于我国英语专业学生多义词习得的教学实践,通过对英译汉和汉译英所收集的数据的分析,可以发现:(1)了解目标词义项之间联系认知理据的实验组受试在目标词的短时习得、长时习得和产出能力方面均大大优于对照组受试;(2)实验组受试的短时习得和长时习得结果具有显著性差异。The acquisition of polysemous words has always been a problem for language learners, especially for foreign language learners. The present paper applies the polysemy theory in cognitive linguistics to teaching English majors polysemous words in the classroom. By analyzing the data elicited from the English-Chinese translation and Chinese-English translation, we came up with the following findings ： （ 1 ） Subjects in the experimental group acquired the senses of the target words much better both in the short term and in the long term, and their productive ability was enhanced, compared to their counterparts in the control group; （2） For the subjects in the experimental group, there was a significant difference between their short-term and long-term acquisition of the senses of the target words.

关 键 词：多义词 习得 实证研究 认知语言学 

分 类 号：H319[语言文字—英语]