Making sense of polysemous words
Making sense of polysemous words
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理解多义词的意义
DOI：
10.1111/1467-9922.00234
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发表时间：
2003
影响因子：
4.4
通讯作者：
W. Lowie
中科院分区：
文献类型：
--
作者：
Marjolijn H. Verspoor;W. Lowie
虽然大多数词汇都是通过偶然学习获得的，但通过上下文推断获得词汇不一定是最有效或最有效的方法。在教学环境中。猜测法一直被提倡，但从认知语言学的角度来看，这种方法可以变得更加高效和有效。在本文中，我们认为，当学习者被给予核心意义作为线索时，多义词的抽象、比喻意义能更好地保留下来，因为提供核心意义有助于学习者发展“精确的阐述”。对荷兰英语学习者进行的一系列词汇实验结果表明，提供核心意义比不提供任何线索或提供涉及非字面意义的线索能更好地猜测和长期保留多义词的比喻意义。
Although it may be true that most vocabulary is acquired through incidental learning, acquiring words through inferring from context is not necessarily the most effective or efficient method. in instructional settings. The guessing method has been advocated, but this method can be made more efficient and effective with insights from cognitive linguistics. In this article we argue that abstract, figurative senses of polysemous words are better retained when learners are given core senses as cues, because providing a core sense helps learners develop a "precise elaboration." Results of a series of vocabulary experiments involving Dutch learners of English show that providing a core sense results in better guessing and long-term retention of figurative senses of polysemous words than not providing any cues or providing cues involving nonliteral senses.