A Survey On English Synonym Teaching In Senior High School Based On Prototype Category Theory

At present,domestic and foreign scholars mostly apply the prototype category theory to the teaching of polysemy,but there is a lack of research applied to the teaching of English synonyms.The paper analyses the feasibility of prototype category theory in high school English synonym teaching,provides a new perspective for high school English synonym teaching and improves the learning efficiency of English synonym.The author has made investigations and studies on the basis of analyzing and drawing lessons from domestic and foreign experts and scholars in the field of related research and existing results,and conducted research on the basis of understanding the situation of high school students in English vocabulary learning.In this study,the author selects students from Ethnic High School in Liuzhou Prefecture as the research objects.The students are from two classes,one of the classes is a control class which uses traditional teaching methods,while the other class is an experimental class,which applies the prototype category theory to daily teaching.Before and after the experiment,the author selects some English synonyms test questions from the college entrance examination real questions and authoritative question bank for integration,and tests the pre-study and post-study results of the students in the two classes.Finally,with the help of SPSS 22.0,the author analyzes the questionnaire,the pre-test and post-test results,and summarizes the role of prototype category theory in senior high school English synonym teaching.In order to prove the effectiveness of prototype category theory used in English synonym teaching in senior high schools,the author conducts an experimental and carries on the quantitative analysis of this research mainly through the questionnaire survey method and the test method.The research shows that compared with traditional teaching methods,prototype category theory has a significant promoting effect on En_Iglish synonym teaching in senior high schools.Through the experiment,it is found that the students’performance has been significantly improved compared with that before the experiment.Questionnaire survey finds that students are aware of the importance of English vocabulary,but most of the students’vocabulary learning methods are rote memorization,which is not scientific.Therefore,systematic and scientific vocabulary learning methods are needed to be taught.The independent sample t-test shows that the English synonym scores of the experimental class are significantly improved compared with those of the control class,and also significantly improved compared with those before the experiment.It can be seen that students’English synonym scores have been improved after the application of the prototype category theory.In the course of the experiment,it is found that the students’learning enthusiasm also has a significant change.Through data comparison,it is found that the application of prototype category theory can effectively improve the efficiency of vocabulary learning,and it proves that the application of the prototype category theory in high school English vocabulary teaching can enhance the students’memory of words,enlarge their vocabulary,and promote the improvement of their comprehensive language competence which also provides new enlightenment for English synonym teaching methods.In the end of the paper,the author also analyzes the deficiencies of this research and the outlook for the future researches.