A Categorization-Based Vocabulary Instruction For English Majors In China

The importance of vocabulary is primarily reflected by its basic realization of natural languages. Vocabulary, the essential unit of languages, is basic for human communication. It is safe to say that there is no existence of languages without vocabulary. Therefore, vocabulary instruction is an undeniably important part in language teaching. The development of learners'language skills and communicative competence depend heavily on their lexical competence. Important as it is, little attention is paid to vocabulary instruction in language teaching practice, which is criticized as a "time-consuming with low efficiency" activity. The root of the problem is the lack of systematic theory to guide vocabulary instruction and the lack of related vocabulary instruction strategies. Hence, the study of vocabulary instruction has its significance both in theory and practice.Due to the fact that vocabulary lacks its systematicity, which is unlike pronunciation and grammar, rule patterns for vocabulary instruction haven't been completely established, especially to the Chinese English majors. This thesis, which is equipped with the theory of categorization in cognitive linguistics, aims to establish a systematic framework for vocabulary instruction, and work out solutions to the problems in the practice of vocabulary instruction.The dissertation consists of 8 sections.INTRODUCTION In this part, based on the analysis of the current situations of vocabulary instruction in China, firstly it illuminates the reasons, the purpose and values of the research, and then points out its thought and methods and finally obtains its objectives and framework.CHAPTER 1 LITERATURE REVIEW In this chapter, related research on lexical knowledge, vocabulary learning strategies, historical development of vocabulary instruction and the initial attempts to relate the theory of categorization and vocabulary instruction are reviewed and briefly commented, which aims to find out the current situations of the study on vocabulary and vocabulary instruction both at home and abroad.CHAPTER 2 THE DEFINITION OF CORE CONCEPTS OF CATEGORIZATION THEORY In this chapter, the core concepts related to the study, such as categories, categorization, the prototype theory of categorization, the theory of levels of categorization and the cognitive models are defined, which lays necessary foundations for the study to come.Categories are understood as mental concepts stored in our mind. And categorization refers to the mental process of classification, which is the process of finding resemblances among things in the world, and forming categories of different kinds. Then what is the internal structure of a category like? Prototype theory believes that categories are formed around protypes, which function as cognitive reference points and members of a category are different in their degrees of typicality. The theory of levels of categorization is concerned with levels of generality when it comes to categorization. Cognitive models are defined as all the stored cognitive representations that belong to a certain field and they are powerful tools for people to perceive the world and categorize the entities in it.CHAPTER 3 THE THEORETICAL FOUNATION FOR CATEGORIZATION-BASED XOCABULARY INSTRUCTION Much similarity is found between categorization-based vocabulary instruction and contemporary cognitive learning theories, such as Piaget's genetic epistemology, Ausubel's theory of meaningful learning, and Gagne's information-processing theory. Genetic epistemology emphasizes the importance of meaning construction in the learning process. The essence of the theory of meaningful learning is to relate new information to learners'cognitive structure and make it a part of their cognitive structure. The information-processing theory regards the learning process as a process of encoding, storing and retrieving information, and learners are active information organizers. What is common in the cognitive learning theories is to emphasize the importance of learners'subjectivity, cognitive structure and cognitive process of learning, which is similar to categorization-based vocabulary instruction. Cognitive learning theories provide strong theoretical foundations for this study.CHAPTER 4 THE PROTOTYPE THEORY OF CATEGORIZATION AND ENGLISH POLYSEMOUS WORDS INSTRUCTION English polysemous words instruction is an important part of vocabulary instruction, since polysemous words are common in natural languages with monosemy being rare exceptions. However, the traditional semantic study failed to understand the nature of polysemy. According to the prototype theory, polysemy is a radial category which consists of prototype meaning and non-prototype meanings derived from the former. Prototype meaning is thought to be more salient than others and it is the meaning that is first acquired by human beings. The multiple meanings of a polysemous word are related to one another by means of such general cognitive principles as metaphor, metonymy, association and can be organized into lexical networks. The prototype theory of categorization sheds light to English polysemous words instruction.In English polysemous words instruction, great importance should be attached to the depth-processing of the prototype meaning of a polysemous word and the cognitive motivation of meaning extension by means of such general cognitive principles as metaphor, metonymy with the aim of forming semantic networks in the mind of L2 learners. Polysemy is regarded as the result of human categorization and conceptualization. So it is fair to say that a polysemous word is not only the result of the principle of economy but also the result of human cognition.CHAPTER 5 THE THEORY OF LEVELS OF CATEGORIZATION AND VOCABULARY INSTRUCTION As carrier of human culture and knowledge, vocabulary is a complex system. As a result, classification of words is a cognitive process of categorization. Complex as it is, cognitive science has found a very important level of categories, that is, the basic level categories. The theory of levels of categorization provides theoretical enlightenment for vocabulary instruction by letting us believe that the words of the basic level categories are most essential and important to L2 learners. The words of the basic level categories are most frequently used and first acquired by children with the characteristics of simple word forms, less syllables, and strong productive power. According to the general rule of human cognition, human beings recognize the words of the basic level categories first and then the words of non-basic level categories, which suggests that priority should be given to the study of the words of the basic level categories in order to achieve the development of breadth and depth of vocabulary knowledge. In vocabulary instruction, importance should be attached to the depth-processing of the words of the basic level categories with the help of word-formation, association and collocation so as to form semantic networks centred around them. In the meanwhile, attention should be paid to the collecting function of superordinate categories and classification function of the subordinate categories so as to establish semantic relations between words for the purpose of developing learners'lexical competence.CHAPTER 6 THE COGNITIVE MODELS AND VOCABULARY INSTRUCTION Cognitive models can be used to refer to all the stored cognitive representations that belong to a certain field. It is thought that in the process of categorization, we are more or less consciously referring to one or several cognitive models that we have stored. Even if we are in the very rare case when we encounter a totally unfamiliar object or situation where no appropriate cognitive model will be available, we will presumably try to call up similar experiences and immediately form a cognitive model to understand the unfamiliar object or situation. We cannot avoid the influence of cognitive models. Without the cognitive models we have stored, we would find it impossible to understand the surroundings around us. Cognitive models are closely related to vocabulary instruction in a sense that cognitive models emphasize the importance of human cognitive competence, imagination and creativity, which are key points in vocabulary instruction. In vocabulary teaching practice, much attention should be paid to the subjectivity of L2 learners, their encyclopedic knowledge and their cognitive competence. That is to say, L2 learners should play a more active role in vocabulary acquisition. Meanwhile, we know that cognitive models are not universal, but depend on the culture in which a person grows up and lives, and prototype is not the sole point of reference in a cognitive category, it changes from context to context. In other words, the internal structure of a category depends on context, and also on cognitive models we have stored, whereas our cognitive models ultimately depend on cultural models, which is also of great significance to vocabulary instruction. Learning vocabulary in a language is by no means the acquisition of the conceptual meaning of vocabulary, but the mastery of vocabulary unique in its culture. Only on the condition we have an awareness of the cultural meaning and cultural differences of words, can we accurately use the language we are learning. Four types cognitive models are dealt with, namely propositional model, image-schematic model, metaphoric model and metonymic model, which provide insightful implications for vocabulary instruction respectively.CONCLUSION In this part, the innovations and distinctive features and limitations of the research are pointed out.The innovations and distinctive features of the research are briefly listed as follows: 1) As far as the body of the research is concerned, it firstly explores polysemous words instruction enlightened by the prototype theory of categorization. Then it elaborates the importance of the words of the basic level categories since the basic level categories are basic and important in perception, function, communication and knowledge organization. And it finally unravels the importance of subjectivity of L2 learners by integrating the cognitive models and vocabulary instruction.2) As far as the methods of the research is concerned, it makes an interdisciplinary study of vocabulary instruction which takes advantage of the research results of comtemporary cognitive science, cognitive psychology, cognitive linguistics, the theory of instruction and English corpus.3) The research goes beyond the scope of traditional study of vocabulary. It deals with not only the individual words, but also the multiple word units of lexical phrases or chunks.4) The research stresses the importance of metaphorical and metonymical competence in vocabulary instruction with the aim to master the way the native speakers of English think.However, the research is by no means perfect. It has its limitations, which can be summarized as follows:1) The research is not comprehensive enough; 2) Individual differences are not addressed; 3) Empirical studies are not included for lack of competence, time and energy.