Please use this identifier to cite or link to this item:
|Title: ||Implications of the polysemous network in teaching english spaitial particles: In and On|
|Other Titles: ||應用多義詞網絡教授英語空間介係詞：以In和On為例|
|Authors: ||何宜蓁;Ho, Yi-chen|
|Keywords: ||英語空間介係詞;意像概念圖;多義詞;多義詞網絡;原型詞義;spatial particle;spatial preposition;image schema;polysemy;polysemous network;prototype|
|Issue Date: ||2010-01-10 23:14:23 (UTC+8)|
|Abstract: ||英語空間介係詞被視為多義詞，與生俱來有著多種且互相有關聯性的詞義。英語多義詞的多種詞義，是藉由人類身體與空間的互動經驗而產生的。利用有系統的網絡圖，可以清楚的表現出這些多種的詞義的互相關聯性。也就是說，在網絡圖中，中心點代表原型的詞義，由中心往各方伸展的點，又代表著延伸意義 (Brugman & Lakoff, 1988; Langacker, 1987; Lindstromberg, 1996 & 1998; Johnson, 1987; Sweetser, 1998; Tyler & Evans, 2003; Evans, 2006)。先前的研究發現，網絡圖在第二外語空間介係詞的教學之應用，有其教育上的意義 (Boer & Demecheeler, 1998; Lam, 2003)。|
本研究即是利用多義詞網絡和意像概念圖〈image schema〉，教授英語空間介係詞IN和ON的原型詞義與其延伸意義之實驗探討。研究時間為兩個月，總計有九十三位學生參予本次研究：實驗組〈PN組〉的學生接受IN和ON的多義詞網絡與意像概念圖之教授方式； 控制組〈NN組〉的學生，只接受利用實物圖片介紹IN和ON的多種詞義，網絡圖與詞義間的關係並沒有在教學中介紹。
Spatial particles (SP) are inherently polysemous items, which have multiple and related senses. Those various senses, which can be represented by the systematic network, are generated from the physical and spatial interaction with the world. That is, multiple senses are radiated from the central node which is regarded as the prototypical meaning (i.e. prototype) (Brugman & Lakoff, 1988; Langacker, 1987; Lindstromberg, 1996 & 1998; Johnson, 1987; Sweetser, 1998; Tyler & Evans, 2003; Evans, 2006). The pedagogical implication of the polysemous network in teaching and learning L2 spatial particles has found to be meaningful (Boer & Demecheeler, 1998; Lam, 2003).
The present study is inspired by those previous implications and try to investigate the utility of the polysemous network of in and on from their prototypical meanings to extended meanings with the image schemas in enhancing learners’ spatial-particle comprehension. Two groups of subjects (N=93) were taught the multiple senses of in and on. One group received the polysemy-network approach (PN group) in which each sense was introduced by image schema, while the other group received the none-network approach (NN group) in which each sense was introduced by the image without teaching the interrelatedness among senses. The experiment lasted for two months.
The statistical results show that although the PN group did not perform significantly better than NN group in the post-test and the delayed post-test after the instruction. However, the verbal think-aloud protocol administered in four months later demonstrated that subjects in the PN group retained the network knowledge significantly longer than subjects in NN group. Also, subjects in the NN group showed that they could resort to some inherently basic image-schema knowledge but did not know how to use the certain knowledge systematically in the extended meanings. Therefore, L2 learners found it was harder to acquire those culturally specific schemas when learners made not aware of the interrelated schemas denoting by the polysemous words in and on.
|Appears in Collections:||[英文學系暨研究所] 學位論文|
All items in 機構典藏 are protected by copyright, with all rights reserved.