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the world are identified.” We usually feel that we have recognized a pattern when we can classify it into a familiar category such as dog, chair, or the letter A. 3. The third achievement is a consequence of the first two: the establishment of categories “reduces the need for constant learning.” We do not have to be taught about novel  objects  if  we  can  classify  them;  we  can  use  our  knowledge  of  items  in  the category to respond to the novel object. 
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2.2 Classical Category
Theory The study of category theory can be traced back to ancient Greece period, which has experienced the development from the classical category theory to the prototype category theory. Relationship between them and advantage and disadvantage of these two  kinds  of  category  theory  has  always  been  the  focus  of  the  debate.  In  common sense, some people would think that newly developed theory is formed on the basis of the former and bound to be better than the old one. But the fact may be not like that. To  investigate  the  relationship  between  the  two  and  their  advantages  and disadvantages,  it  must  be  fully  understood  that  the  construction  process  of  two theories and their respective characteristics.  Classical category theory is a very traditional category theory formed more than two  thousand  years  ago,  in  the  period  between  Aristotle  and  Wittgenstein.  It  is originated  from  Aristotle's  book  ‘The  Category’,  in  which  category  is  seen  as  a collection of elements with common features, the elements of which must be able to enter the same category with the same characteristics, without exception. And those perfectly  common  features  have  become  the  absolute  standard  ruling  elements entering into the same category. 
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Chapter  Three   Values  of  Related  Theories  Concerning  Prototype ....36 
3.1 Value of Prototypical Meaning in Vocabulary Learning ..........36 
3.2 Importance of Basic-level Terms in Vocabulary Learning .......39 
3.3 Summary..........42 
Chapter Four   Methodology.....44 
4.1 Research Questions .......44 
4.2 Hypotheses .......44 
4.3 Participants......45 
4.4 Instruments......45 
4.5 Experimental Procedures ....47 
4.6 Data Analysis and Discussion.....51 4.7 Summary..........56 
Chapter Five   Conclusion .........57 
5.1 Major Findings of Present Study ......57 
5.2 Implications for Language Learning and Teaching ....58
5.3 Limitations of the Present Study and Suggestions for Future Research ......62 

Chapter Four   Methodology  

After the theoretical literature concerned with the related prototype theories and studies on vocabulary learning and strategies in second language acquisition has been reviewed,  this  chapter  mainl本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。