中国大学生英语词汇原型意义发展的教学实验.docx

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Introduction
Vocabulary is one of the most important aspects of language learning. It is the foundation of communication, particularly in foreign languages. As such, the acquisition of English vocabulary is a crucial component of English language teaching (ELT) in China, where English is viewed as a key language and a tool for international communication. Against this backdrop, this paper explores an experimental study aimed at examining the efficacy of using vocabulary prototypes in ELT.
Background
The study draws on the work of Rosch (1973), who introduced the concept of prototypes in cognitive psychology. According to Rosch, prototypes are typical or idealized exemplars of a category that have intrinsic values shared by members of that category. For example, when considering the category “fruit,” most people would immediately think of apples, oranges, and bananas rather than olives or avocados, which are less prototypical. Prototypes play a crucial role in language learning as they enable learners to form and organize their mental lexicon by connecting new words to familiar ones.
Theoretical Framework
The theoretical framework for this study includes two main components: the prototype theory and the associative network model. The former postulates that human cognition is organized around prototypes, which represent typical instances of a given category, while the latter proposes that concepts are organized into a network of nodes interconnected by links that represent semantic associations. The associative network model posits that when a word is heard or read, it triggers a set of links that leads to preceding or succeeding words that are semantically related.
Methodology
The experimental study involved 98 students from a university in China who were divided into two groups: a control group and an experimental group. The control group received traditional ELT, while the experimental group received ELT supplemented by prototype-based materials. The prototype-based materials included prototype examples, such as pictures of prototypical and non-prototypical fruits, and semantic networks that showed how words are related to one another.
The study consisted of a pre-test, an intervention, and a post-test. The pre-test assessed the participants' prior knowledge of English vocabulary, while the post-test measured the effectiveness of the intervention. The tests included multiple-choice and fill-in-the-blank questions that tested participants' ability to recognize and produce English words.
Results
The results showed that the experimental group outperformed the control group in both the recognition and production of English words. Specifically, the experimental group achieved higher scores on the post-test and made fewer errors than the control group. Qualitative feedback showed that the experimental group found the prototype-based materials more engaging and memorable than the traditional materials.
Discussion and Implications
The findings of this study suggest that using prototype-based materials can enhance the acquisition of English vocabulary among Chinese university students. The use of prototypes and associative networks can help to organize learners' mental lexicon by connecting new words to familiar ones. Moreover, prototype-based materials can make ELT more engaging and memorable for learners. Therefore, ELT instructors in China should consider incorporating prototype-based materials into their teaching practice to enhance vocabulary acquisition.
Conclusion
This study has demonstrated that using vocabulary prototypes can be an effective approach to teaching English vocabulary to Chinese university students. The use of prototypes and associative networks can help learners to organize and retain new words. ELT instructors in China should consider incorporating prototype-based materials into their teaching to enhance vocabulary acquisition and improve the quality of English language learning. Further research is needed to explore the nuances of using prototypes in ELT, such as the impact of prototypes on long-term retention and the role of prototype variability in vocabulary acquisition.