基于原型范畴理论的日语多义词习得实证研究

An Empirical Study of Japanese Polysemy Acquisition on the Basis of Prototype Theory

本研究以两组日语专业三年级学生为研究对象,通过定量定性研究法考察了基于原型范畴理论的教学法对二语学习者习得日语多义词「頭」和「切る」的影响。研究发现:1)基于原型范畴理论的多义词教学法能促进日语多义词的习得;2)原型范畴理论影响日语学习者多义词的产出能力,对其理解能力影响不大;3)实验组和对照组受试都首先产出原型义,且其产出比例远远高于边缘义,但两组间原型义的产出比例没有显著差异;同时实验组产出边缘义的频数在两次测试中都高于对照组。

Taking two groups of Japanese major students as the subjects, this quantitative and qualitative empirical study in- vestigates the effectiveness of the Prototype category theory-based instruction on the second language learners＇ acquisition of the Japanese polysemous words ＂切る＂ and ＂頭＂. It is found that 1） the Prototype category theory-based instruction can promote the acquisition of Japanese polysemous words; 2） the Japanese learners who got the Prototype category Theory-based instruction can promote the productive ability, but this has little effect on the receptive ability; and 3） the experimental group and the control group subjects produce prototypical meaning first, and the proportion of prototypical meaning is much higher than the peripheral senses, but the two groups＇ proportion of prototypical meaning had no difference, although the frequency of the experimental group producing the peripheral senses is higher than the control group in the two tests.