An Empirical Study On Prototype-Theory-Based Polysemy Instruction

Vocabulary is an important aspect in English learning. At the same time, there exist many problems in vocabulary learning. At present, more and more linguists have done researches on vocabulary. With the emergence of prototype theory, many cognitive linguists have approved its application on the learning of polysemous words. With the help of two cognitive devices-metaphor and metonymy, reasonable imagination could be carried out to form a semantic network. Based on basic level category theory, a polysemous word can be enlarged to a category with its superordinate and subordinate members. Generally speaking, the prototype theory can enrich words and enlarge vocabulary size. But it is still an unsolved problem on how to apply prototype theory to the learning of polysemous words. According to the previous researches done by cognitive linguists, this thesis has put forward that basic/core meaning is very important to polysemous words and further to present three angles to find the basic meanings or word sources. An introductory experiment was carried out to test whether this theory was available for the learning of polysemous words. Several lectures, quizzes and homework, based on the prototype theory, were given to an experimental class. The feedback showed effective. What's more, students have shown interest in using this theory to learn polysemous words. Besides, the present author conducted an interview. The interviewee was a teacher with large vocabulary. He also agreed with the teaching of polysemous words based on prototype theory. From the introductory experiment and the interview, it was clear that prototype theory could optimize the learning of polysemous words. At the end of this thesis, the present author put forward the limitations of this thesis.