英语词块学习模式的运用：一项高中英语写作教学的实证研究

发布时间：2018-01-08 17:23

本文关键词：英语词块学习模式的运用：一项高中英语写作教学的实证研究　出处：《贵州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：外语写作是外语学习中的一大难点,英语写作又是高中生英语能力的重要组成部分,他们觉得写作中难以避免语法词汇错误,而写作得体或符合惯用表达则是更大的挑战,这意味写作中往往措辞不当和搭配不当,其原因在于以汉语语言结构而非英语语言结构进行写作。为了解决这一问题,本论文采用了以词块方法为理论基础的写作模式,在高中英语教学中进行了该写作模式的实验。词块作为形式与功能的结合体,与学生的写作水平存在着显著的关系。词块在英语作文中可以加快信息的产出,同时在英语语言输入与输出的过程中起到了重要作用。而中国学生在词块的使用上却存在着词块知识匮乏和词块使用不足等情况。因此,论文以Michael Lewis的词块教学法为理论基础并将其与教学实际相结合,目的在于发现在当地学习环境下,是否这种模式有效地被使用在高中英语写作教学中,并且影响了学生的写作输出。在为期一个学期的教学实验中,共有来自贵阳一中高一年级两个平行班的94名学生参加。这两个班级均由笔者担任英语教师。实验采取随机的方式将被试分为控制班和实验班,并对两班采用不同的教学方法。实验班采用词块教学写作模式,注重培养学生的词块意识和积累、运用词块的能力;而控制班采用传统的教学模式,注重对于词汇和语法的讲授。在实验前和实验后分别收集了控制班和实验班的写作样本。所有样本在经过作文评分和电脑计算相关数据后,实验得到的数据用独立样本T检验的方法进行统计和分析。数据分析显示,学生正确的词块使用数量越多,那么他们的写作技能就能得到越多。如果学生掌握的都是相对固定的语法结构的词块目标语中的习语,他们就能正确地运用这些词块,并且使得语言表达更为恰当并符合英语表达习惯。研究结果显示,与传统教学模式相比,词块教学模式能够在英语写作中培养学生记忆词块和创造性地使用词块的行为习惯。通过词块写作模式的实践,学生们提高了词块使用的意识,并且能够充分利用词块在他们的作文中,从而使得英语作文流畅与准确。关于有效运用词块教学在英语写作、听力以及其它技能,并由此使词块能够在高中英语教学中起到积极有效的作用。
[Abstract]:Foreign language writing is a major difficulty in foreign language learning, and English writing is an important part of high school students' English ability. They find it difficult to avoid grammatical and lexical errors in their writing. Writing appropriately or in line with idiomatic expressions is a greater challenge, which means that writing is often misworded and mismatched. In order to solve this problem, this thesis adopts the lexical chunks approach as the theoretical basis of writing. As a combination of form and function, lexical chunks have a significant relationship with students' writing level. Lexical chunks can accelerate the output of information in English compositions. At the same time, it plays an important role in the process of input and output of English language. However, there is a lack of knowledge of lexical chunks and insufficient use of lexical chunks in the use of lexical chunks by Chinese students. This paper is based on Michael Lewis's lexical chunks teaching method and combines it with the teaching practice. The purpose of this paper is to find out that in the local learning environment. Whether this model is effectively used in high school English writing teaching and affects the students' writing output. A total of 94 students from two parallel classes of Grade one in Guiyang High School attended. The two classes were both English teachers. The experiment randomly divided the subjects into control class and experimental class. Different teaching methods are adopted in the two classes. The experimental class adopts the writing mode of lexical chunks, pays attention to the cultivation of students' consciousness and accumulation of lexical chunks and the ability of using lexical chunks; The control class adopts the traditional teaching mode. Focus on the teaching of vocabulary and grammar. Before the experiment and after the experiment collected the control class and the experimental class of writing samples. All the samples after composition score and computer calculation of relevant data. The data obtained from the experiment are statistically analyzed by independent sample T test. The data analysis shows that the more students use correct lexical chunks. If the students master the idioms in the lexical chunks with relatively fixed grammatical structures, they will be able to use the lexical chunks correctly. And make language expression more appropriate and in line with English expression. The results show that compared with the traditional teaching model. Lexical chunks teaching mode can cultivate students' behavior habits of memorizing lexical chunks and using lexical chunks creatively in English writing. Through the practice of lexical chunks writing mode, students can improve their awareness of using lexical chunks. And can make full use of lexical chunks in their compositions, so as to make English composition smooth and accurate. About the effective use of lexical chunks teaching in English writing, listening and other skills. Therefore, lexical chunks can play a positive and effective role in senior English teaching.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】