基于LCCM理论针对复杂多义词的大学英语教学实证研究  

An Empirical Study of LCCM-Based Instruction in Complex Polysemous Words among Chinese College Students

作　　者：王怡铭 郁枫 刘芙 

机构地区：[1]上海交通大学外国语学院,上海 [2]华东师范大学统计学院,上海 [3]华东师范大学外语学院,上海

出　　处：《现代语言学》2024年第12期634-645,共12页Modern Linguistics

基　　金：2020年华东师范大学本科生创新创业训练培育项目。

摘　　要：本研究采用汉译英与英译汉的实验设计,以大学英语四六级非高阶水平的大学生为研究对象,运用书面测试和思维报告的方法探讨了词汇概念和认知模型理论(LCCM理论)对多词性多义实词习得的作用。本研究结果表明,基于LCCM理论所构建的语义网络图能够显著提高学习者习得多词性多义实词的能力,对习得该类词汇的低频义项的促进作用尤为显著。经延时后测检验该习得方法也具有长期的记忆保持作用。学习者在推理语义时的心理表征也呈现出了有理有据的逻辑链条:追根溯源–辨析词性–确立模型–合理推断。可知,基于LCCM理论的教学法有效地提高了学习者的认知加工深度从而促进了长时习得。This study targeting at the non-advanced Chinese college EFL learners employed the translation test paradigm and think-aloud report to explore the effect of LCCM on teaching intricate polysemous words with multiple parts of speech. Detailed quantitative analysis indicates that the LCCM-based pedagogical approach significantly improves their ability to infer the unacquired meanings of complex polysemous words, the semantic items of low frequency in particular. Furthermore, the delay test and think-aloud test results manifest participants’ long-term retention and mental reasoning logic chain: 1) retrieving the core sense, 2) identifying the word class, 3) activating the cognitive model, 4) making reasonable inferences. The current study adds to the pedagogical significance of LCCM theory by proving that LCCM boosts learners’ lexical inference ability and secures long-term retention of target words.

关 键 词：词汇概念与认知模型理论(LCCM理论) 多义词 语义表征 语义建构 大学英语教学 

分 类 号：H31[语言文字—英语]