词块在高中英语写作中运用状况的调查研究

发布时间：2018-01-03 02:43

本文关键词：词块在高中英语写作中运用状况的调查研究　出处：《海南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在高中基础课程教学中,英语写作不仅能够表现出高中生的英语语言能力,同时也能够反映出受教育者所学知识的内涵和人文素养。在教育部颁布的《基础教育课程改革纲要(试行)》(2001)和《普通高中英语新课程标准》(2013)中也都对高中英语的写作能力提出了翔实的要求。当前我国高中英语写作使用的是比较传统的教学方法,不少学生也是机械地按照词句翻译方式进行写作。这种方法忽视了词汇之间的有机联系,给学生学习英语写作时的学习、掌握和运用英语词汇进行写作造成了一定的难度,束缚了学生英语写作能力的发挥。在高中英语写作教学活动中经常出现学生畏惧写作,不知道如何写作,词汇使用失当,遣词造句方面也缺乏地道性和正确性这些问题。为改变这种现状,一些英语学习研究者和教育者将词块引入英语教学中,并且取得了一定的成效。但是目前对高中阶段英语词块的研究,不论是理论方面,还是教学方面,较少有针对高中学生写作中词块使用现状以及词块教学方面的研究。这些问题的存在,均不利于高中英语写作水平的整体提升,亟待加以改进。因此,本次调查研究根据Lewis的词块理论,采用分析对比的方法对海口市某重点高中的80份写作样本进行分析,通过110份调查问卷和16名学生访谈,了解海口部分高中生的词块使用现状。通过对词块使用的频率差异,类型差异以及词块易错类型和词块输入输出情况的研究,论证了词块正确使用数量与作文成绩的正相关性,以及高、低分组学生使用词块类型的不同状况和易错类型,从中找出存在的问题;通过访谈、问卷调查了解学生对词块的探究能力以及日常词块学习和使用状况,同时了解学生词块输入与输出效果是否成正比以及学生对教师教授词块的认识和看法,从词块理论方面有针对性地提出解决学生畏惧写作和写作效果欠佳的教与学的指导策略。在本次调查研究中发现:学生们普遍认为词块很重要,但是对词块的使用意识仍然很薄弱。高分组和低分组在词块使用类型方面的相同点在于:学生在写作时使用搭配类型最多,其次是多词词汇类型。二者的不同点在于:在高分组中,词块使用类型占第三位的是句型框架和引语,第四位是惯用表达;在低分组,词块使用类型占第三位的是惯用表达,第四位是句型框架和引语。此外,在词块使用正确率方面,尤其是对于低分组来说,搭配和句子框架和引语这两个类型比较容易出错。这说明,高分组学生具有较强的词块学习意识和良好的生成意识,并且更注意使用句型框架构建篇章结构。此外,二者都认为:在学习和使用词块时,词块输入和输出不能成正比,词块的输入比输出更有效。尤其是低分组的学生还缺乏科学的词块学习策略。鉴于此,英语教师应更加注重的是唤醒学生已经学过的词块,利用词块之间的相近意义,对学生进行词块拓展意识的教育,同时还要对学生如何有效学习词块进行科学指导。根据已掌握的情况,经过分析,本次调查研究得出的结论是:一、教师学生均认为词块在英语写作的教与学中都很重要,也很必要,但对词块的主动学习和运用意识还比较薄弱。二、词块正确使用数量和写作成绩之间具有较高的正相关性。三、词块类型使用方面,两组学生既有相同点,也有不同点。其中,搭配方面是高、低分组写作中比较容易出错的类型,其次是另外一个出错率较高的句子框架和引语的使用。四、在词块输入和输出之间缺少便捷高效连接的桥梁。五、教师是推动词块教与学的主导力量。通过本次研究,建议在进行英语教学时,英语教师要突出词块对于英语写作教学的创新引导作用,加强对学生词块使用意识的培养,科学训练学生运用词块进行写作的词块策略,因地制宜的拓宽词块学习渠道,进行科学而富有情趣的词块教学,这对于高中学生英语写作能力的提升会有较大的助推作用,也能够促进英语教与学朝着新课标所指明的方向更加健康地发展。
[Abstract]:In high school based curriculum teaching, English writing can not only show the students' English language ability, but also can reflect the educated knowledge connotation and the humanities. In the basic education curriculum reform program "issued by the Ministry of Education (Trial)" (2001) and "ordinary senior high school English Curriculum Standards > (2013) put forward detailed requirements are also on the high school English writing ability. The current senior high school English writing is the use of more traditional teaching methods, many students are mechanically writing according to the translation of words and sentences. This method ignores the organic connection between words, for students to learn English writing learning master and use of English vocabulary, writing has caused some difficulty, hindered the students' English writing ability. Students often play fear writing in teaching English writing in senior high school, do not know How to use vocabulary writing, misconduct, sentences also lack of authentic and correct these problems. In order to change the situation, some of the English learners and educators will introduce lexical chunks in English teaching, and have achieved certain results. But the high school English study of lexical chunks, whether theory still, the teaching and research of senior high school students' writing less for the use of lexical chunks and lexical teaching status. These problems are not conducive to enhance the overall level of senior high school English writing, which need to be improved. Therefore, this research is based on the theory of lexical chunks of Lewis, using the method of analysis and comparison of some key high school of Haikou City 80 writing samples were analyzed by 110 questionnaires and 16 interviews, understand the use of lexical chunks in Haikou part of high school students. Based on the frequency of use of lexical chunks Rate difference, type of difference and lexical chunk input output type and error prone situation, demonstrates the positive correlation between the numbers of lexical chunks and the writing scores and the correct use of high and low score students use different types of lexical chunks and error prone types, find out the problems from; through interviews, questionnaire survey the students of the chunk inquiry ability and daily chunk learning and usage, and understand the students lexical input and output effect is proportional to the teachers and students on the word understanding and view block, from Lexical Chunk Theory to solve the poor students' fear of writing and writing teaching and learning guidance effect strategy. Found in this investigation: students generally think of lexical chunks is very important, but in the use of lexical chunks awareness is still very weak. High and low achievers in the use of lexical chunks of the same type Is that students use most types of collocation in writing, followed by polywords different types. The two is: in the group of high, the use of lexical chunks in third place is the type of sentence frames and speech, the fourth is the usual expression; in the low group, the use of lexical chunks is a type accounted for third the fourth is idiomatic expression, sentence frames and speech. In addition, the use of lexical chunks in the correct rate, especially for low achievers, the two types of collocation and sentence frame and speech more prone to error. This shows that the high score students with strong lexical learning consciousness and good generation consciousness, and more note the use of sentence framework structure. In addition, the two are considered: in learning and using lexical chunks, chunk input and output is not proportional, the input of lexical chunks is more effective than output. Especially the low achievers are lack of scientific chunk learning Strategy. In view of this, English teachers should pay more attention to the lexical arouse students already learned, lexical chunks between similar meaning using lexical chunks, expand awareness of the education of students, but also for students how to effectively learn lexical chunks for scientific guidance. According to the situation, through the analysis, the research conclusion is: first, teachers and students are of the view that lexical chunks in English writing teaching and learning is very important, is also very necessary, but the consciousness of lexical chunks learning and use is still relatively weak. Two, the numbers of lexical chunks and writing the correct use of performance has a high positive correlation between the three. The use of lexical chunks, types, two groups of students have the same points, there are different points. Among them, collocation is high, low packet writing more error prone types, followed by another high error rate of sentence frame and speech. In four words The lack of a bridge with convenient and efficient connection between blocks of input and output. Five, the teacher is the leading force in promoting the teaching and learning of lexical chunks. Through this study, it is recommended that in English teaching, English teachers should highlight the lexical innovation for English writing teaching guide, strengthen the cultivation of the students awareness of lexical chunks, science training students to use lexical chunks writing strategies, to broaden the lexical learning channels, scientific and interesting chunks teaching for the English writing of senior high school students' ability of ascension will have great help, but also to promote the healthy development of the new curriculum and learning toward the specified direction. Teach.

【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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