PROTOTYPE AND ENGLISH VOCABULARY TEACHING
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Abstract
This article explores how prototype theory can be applied to the teaching of English vocabulary. It discusses both theoretical underpinnings and practical strategies, including classroom activities, material design, and student engagement techniques. The goal is to demonstrate how a prototype-based approach can enhance vocabulary learning by aligning instruction with the way learners naturally categorize and internalize new words.
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References
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Rosch, E. (1975). Cognitive Representations of Semantic Categories. Journal of Experimental Psychology: General, 104(3), 192–233. https://doi.org/10.1037/0096-3445.104.3.192
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