原型义教学对多义词词义习得影响的个案研究

The Case Study on Effects of Teaching Core Senses on the Acquisition of Polysemy

对二语学习者来说,多义词的习得是一个难点。关于多义词的习得,大多数学者认为,在多义词的诸义项中,最重要的是原型义的习得。本文考察了原型义教学对一位高级水平汉语学习者习得16个多义词的比喻义有何影响。研究发现,一方面,显性词义教学的效果好于伴随性词语学习;另一方面,虽然接受了原型义教学,但学生心理词汇中最凸显的并不都是原型义,有相当一部分词语的比喻义更凸显。另外,原型义的教学对该生比喻义的习得作用不明显。原因可能包含以下几方面:(1)学习者对原型义理解不准确;(2)学习者高频接触某些词语的比喻义;(3)学习者尚未建立起原型义与比喻义之间的联系。最后,我们提出了多义词教学的一些建议和方法。

The acquisition of polysemy is challenging for L2 learners.As for the acquisition of polysemy,most scholars believe that the acquisition of core sense is the most important among the polysemous meanings.In this case study,data was collected from an advanced learner of L2 Chinese in order to explore the effect of core sense teaching on the acquisition of metaphorical senses of 16 polysemous words.The study found that,explicit sense teaching is more effective than concomitant word learning.The findings also suggest that the core sense is not always the prominent one in the mental lexicon of the subject,and the teaching of core sense did not show a significant effect on the acquisition of the metaphorical senses.The reasons include:(1)The subject did not understand the core senses of some target words correctly.(2)The subject was exposed much more to the metaphorical senses than the core senses of some words.(3)The connections between the core senses and the metaphorical senses were not well built in the mental lexicon of the subject.The suggestions and implications for teaching polysemous words are also addressed.