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1、AStudyontheApplicationofPrototypeCategoryTheorytoEnglishVocabularyTeachinginJuniorHighSchoolBYSunYingProf.WangDan,SupervisorAThesisSubmittedtoschoolofForeignLanguagesInPartialFulfillmentoftheRequirementsfortheDegreeofM.Ed.inSubjectPedagogyAtBohaiUniversityMay,
2、2017AbstractVocabularyisanindispensablecomponentoflanguagelearning.Thevocabularysizesthatonemasterwillhaveadirecteffectonhislanguagelearning.Injuniorhighschool,mostofthestudentsviewwordsasisolatedandlearnvocabularybyrote,andtheyarelackofeffectivevocabularylear
3、ningstrategies.Whatismore,theteacher’svocabularyteachingmethodisinadequate.Therefore,newteachingmethodsshouldbeexploredtoenrichstudents’vocabularyandimprovetheirabilityofvocabularyproficiencyscientificallyandeffectively.TheessayattemptstostudytheeffectPrototyp
4、eCategoryTheoryonvocabularyteachinginjuniorhighschool.PrototypeCategoryTheoryholdsthataword’sprototypicalmeaningisregardedasitscenter,andothermeaningsareallextendedaroundit,whichstronglyemphasizestherelationshipbetweencentralmeaningandperipheralmeanings.Basedo
5、nPrototypeCategoryTheory,thispaperaimstostudythefollowingthreequestions:1.WilltheapplicationofPrototypeCategoryTheorytovocabularyteachingenrichstudents’vocabularylearningstrategies?2.WilltheapplicationofPrototypeCategoryTheorytovocabularyteachingfacilitatestud
6、ents’retentionofpolysemy?3.WilltheapplicationofPrototypeCategoryTheorytovocabularyteachingimprovestudents’vocabularyproficiency?TheexperimentisconductedinZhenjiangSchoolofDandongcitywithinfourmonths.TwoclassesofGradeTwoparticipateinthisexperiment.Oneclassissel
7、ectedasexperimentalclass(EC),andtheotherclassiscontrolclass(CC).The42studentsinECaretaughtEnglishvocabularybasedonPrototypeCategoryTheory,whilethe42studentsinCCaretaughtbytraditionalteachingmethod.Thestudyadoptsquestionnaire,testsandinterviewasresearchinstrume
8、nts,andalldatacollectedfromtheexperimentareanalyzedbySPSS19.0.Theconclusionsareasfollows:theapplicationofPrototypeCategoryTheorytovocabularyteachingcanenrichstudents’vocabularylear
