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词汇是英语学习的基础。如何引导缺乏自主学习能力的少儿学习和记忆词汇是一个亟待解决的问题。英语词汇习得,从本质上看是认知信息的加工过程。本文以认知语言学的两大基本理论为框架,探讨了原型理论和象似性理论对少儿英语词汇教学的启示:让学生优先学习更加靠近原型的词汇,然后逐渐向其他词汇推进,从而增加词汇量;把英语词汇的语音、词形和词源的象似性运用于词汇教学,加深学生对英语词汇的理解,促进学生单词的记忆速度。
Vocabulary is the foundation of English learning. How to guide the lack of self-learning ability of children learning and memory vocabulary is a problem to be solved. English vocabulary acquisition, in essence, is the processing of cognitive information. This paper, based on the two basic theories of cognitive linguistics, explores the implications of archetypal theory and iconicity theory for children’s English vocabulary teaching: to give students priority to learn words closer to the prototype and then to progressively advance to other words to increase Vocabulary; English vocabulary vocabulary, lexicon and etymology iconicity used in vocabulary teaching, to enhance students’ understanding of English vocabulary, and promote the memory speed of the students words.