A Cognitive Representation of Semantic Problems in Teaching English Vocabulary (Research Article)

Document Type : Research Paper


Department of English and linguistics, Faculty of language and literature, University of Kurdistan, Sanandaj, Iran



The present study aims at investigating English lexicon polysemy within the cognitive approach to study the way based on which Persian language learners learn English lexicon with the concepts used in cognitive linguistics such as, prototype, polysemy, categorization, etc. The nature of the methodology used in this qualitative research for studying the meanings of English lexicon is a descriptive-analytic method. After the semantic analysis of the English lexicon based on the model of Dirven & Verspoor (2004), it was found that the meanings of the lexicon are classifiable based on theoretical procedures on cognitive semantics. The authors are trying to show the cognitive concepts in cognitive linguistics can be used for teaching English lexicon. The findings, generally, showed that the unconscious knowledge of learners in learning the cognitive structure of the meanings of the lexicon has a meaningful relationship with learning. The results also revealed that the lexicon has a semantic network semantically, in which the notion of core or prototype is located in the center of the semantic network and the rest of the meanings can be examined as the peripheral meanings of a lexicon.


Main Subjects

Article Title [فارسی]

بازنمایی مشکلات معنایی واژگان انگلیسی : یک بررسی شناختی

Authors [فارسی]

  • مسعود دهقان
  • حبیب سلیمانی
گروه انگلیسی و زبانشناسی، دانشکده زبان و ادبیات، دانشگاه کردستان، سنندج، ایران.
Abstract [فارسی]

پژوهش حاضر با هدف بازنمایی چند‌معنایی واژگان انگلیسی در قالب رویکرد شناختی به نگارش درآمده است تا به بررسی مسأله‌ی چگونگیِ یادگیری واژگان ‌انگلیسی به فارسی‌زبانان با استفاده از اصول و مفاهیم مطرح‌شده در زبان-شناسی شناختی از قبیل سرنمون، چندمعنایی، مقوله‌بندی و امثال آن بپردازد. ماهیت انجام این پژوهشِ کیفی به روش توصیفی-تحلیلی بوده که به بررسی و چگونگی آموزشِ معانی واژگان می‌پردازد. پس از تحلیلِ پیکره‌ی گردآوری-شده بر اساس الگویِ دیرون و ورسپور (2004) مشخص شد که معانیِ واژگان با استناد به راهکارهایِ نظریِ معنی-شناسی شناختی قابل طبقه‌بندی است. نگارندگان در صددند تا نشان دهند که زبان‌شناسی شناختی چگونه بر اساس مفاهیم شناختی می‌تواند برای آموزشِ واژگانِ انگلیسی مورد استفاده قرارگیرد. یافته‌ها نشان داد که، به‌طورکلی، آگاهی از فراگیری ساختار شناختیِ معانیِ کلمات در زبان‌آموزی با یادگیری رابطه‌ی معناداری دارد. همچنین، نتایج نشان داد که واژگان به لحاظ معنایی دارای یک شبکه‌ی معنایی هستند که در آن مفهومِ هسته یا همان سرنمون در مرکز شبکه قرار می‌گیرد و بقیه‌ی معانی در حاشیه قابل بررسی هستند.

Keywords [فارسی]

  • آموزشِ واژگان
  • رویکرد شناختی
  • فارسی‌زبانان
  • سرنمون
  • چندمعنایی
  • مقوله‌بندی
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