一词多义的认知理解对英语词汇教学的启示

一词多义的认知理解对英语词汇教学的启示
宋楠
【期刊名称】《海外英语(上)》
【年(卷),期】2015(000)012
【摘要】认知语言学对一词多义现象的解释为多义词教学提供了新的思路和启示。

在认知语义学的指导下，教师在进行多义词教学的过程中，应加强对多义词义项之间的理据性解释，重视基本范畴词汇和词汇原型意义的教学，引导学生了解词义的原型意义以及背后的隐喻意义和隐喻系统，同时引导学生注意隐喻文化的普遍性和差异性，在进行词汇教学的过程中促进文化的附带习得。

%Cognitive semantics interprets polysemy from different perspectives and believes that the relationship between the meanings of the polysemic words is motivated. This perspective gives new implications on the English vocabulary teaching. This paper tries to discuss these implications under the cognitive perspectives. When teachers teach the polysemic words, they should focus on the interpretations of the motivated relationships between the different meanings of the word. They should at-tach importance to the words in the basic category and the prototypical meanings, and then lead the students
to notice the meta-phorical system under the prototypical meaning in order to understand the meanings deeper. At the same time, teachers should make the students realize the universality and diversity between
the different cultures to facilitate the incidental culture acquisi-tion.
【总页数】4页(P113-116)
【作者】宋楠
【作者单位】南京师范大学教师教育学院，江苏南京210097
【正文语种】中文
【中图分类】H03
【相关文献】
1.一词多义的认知探究及其对英语多义词教学的启示 [J], 史一鸿
2.一词多义的认知隐喻研究与其对英语词汇教学的启示 [J], 张苏亚
3.一词多义的认知隐喻理论研究对高校英语词汇教学的启示 [J], 李雪
4.一词多义的认知隐喻研究与英语词汇教学 [J], 娄宏亮
5.一词多义的认知理解对英语词汇教学的启示 [J], 宋楠
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