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Frontiers in Educational Research, 2021, 4(5); doi: 10.25236/FER.2021.040511.

The Enlightenment of Polysemous Vocabulary Teaching from the Perspective of Cognitive Linguistics


Hu Meiwen

Corresponding Author:
Hu Meiwen

Ludong University, Yantai Shandong, 264025, China


The interpretation of polysemous phenomenon in traditional linguistics is not satisfactory, ignoring the relevance of each meaning. The prototype theory, metaphor and metonymy can explain the phenomenon and make up for the deficiency of traditional linguistics. Cognitive linguistics emphasizes the experiential and cognitive aspects of language. The generation of meaning in word-formation can be explained, which reflects that human cognition extends inward from human body experience and spatial perception to human mind and outward to external environment. In addition, polysemy is closely related to cultural factors, with interlingual commonness and interlingual differences. The findings can promote the the vocabulary teaching, requiring the combination of word meaning with people's cognitive experience.


polysemy, vocabulary teaching, cognitive linguistics, prototype theory, experiential philosophy

Cite This Paper

Hu Meiwen. The Enlightenment of Polysemous Vocabulary Teaching from the Perspective of Cognitive Linguistics. Frontiers in Educational Research (2021) Vol. 4, Issue 5: 38-42. https://doi.org/10.25236/FER.2021.040511.


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