Study Of Medical English Vocabulary Teaching Based On Prototype Category Theory

This study aims to study the medical English vocabulary teaching in Changsha Health Vocational Institute. The study attempts to clarify the teaching effects of medical vocabulary teaching based on prototype category theory.In the past, few researchers in China took medical majors as vocabulary teaching subjects. However, medical majors have met with higher and higher requirements of medical English vocabulary capability in recent years; moreover, medical English vocabulary has its own characteristics. Therefore, it is quite necessary and imperative to investigate their vocabulary teaching and develop their capability of medical English vocabulary.Based on previous researches, the medical vocabulary teaching of the nursing majors in Changsha Health Vocational Institute is studied by means of descriptive analyses, comparative teaching and analyses of the results of pretest and posttest. The findings of this study were as follows.1. On the whole, for nursing majors who are learning medical English, it is the most difficult to study vocabulary; they universally lack efficient learning strategy. 2. Despite the desire for new and efficient strategies of learning vocabulary, most of the medical students lack confidence in learninng vocabulary, which caused their negative studying attitude.3. Prototype category theory could help the teachers find out effective teaching strategies which correspond to the students'cognitive law.4. The medical vocabulary teaching based on prototype category theory makes the students improved in learning, memorizing and applying medical vocabulary.Generally, medical vocabulary teaching is one of the most difficult parts of medical English teaching. Medical students'weak language capability makes it more difficult for the teachers to teach medical English vocabulary.Medical vocabulary teaching based on prototype category theory is efficient for medical English teaching. With the guidance of prototype category theory, teachers apply context strategy, schema strategy, association strategy and classification strategy, etc., which can help the students study and memorize medical English vocabulary better.It is far more a particularly complicated issue because so many different factors are likely to affect it, such as learners'interest, teaching strategy, learning strategies, the role of the teacher, etc. All factors overlap and influence each other, so more experiment data and case study are needed to perfect medical vocabulary teaching. Qualified teachers ought to be not only creative to search for more efficient teaching strategies based on prototype category theory, but also pragmatic to find out the limitations of new teaching strategies.