词块教学对初中生英语写作能力的影响研究

发布时间：2018-02-09 18:29

本文关键词： 词块教学初中英语写作能力　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：根据2012版《义务教育英语课程标准》,语言技能包括听、说、读、写等方面的技能和这些技能的综合运用。写作作为一项重要的输出型技能,越来越受到中学英语教育的重视,在中考试卷中反映出的灵活性和创造性在逐年提升。近年来,词块(lexical chunks)及其教学法(lexical approach)受到越来越多的关注。Michael Lewis认为,“语言是由语法化的词汇,而不是词汇化的语法构成的”。词块作为预制的语言单位,作为整体被储存在记忆中。通过词块学习语言能有效提高语言记忆和理解的效率,符合人类的认知规律,有利于提高学习者的语用能力,形成地道的表达。但是,对词块教学法在义务教育阶段的英语初学者的实践应用却较少涉及到。本文旨在探究词块教学对初中生英语写作的影响,运用Michael Lewis的词块教学理论,以笔者任教的八年级(5)班30名学生为实验对象,进行了为期5个月的教学实验。实验组采用词块教学法,在教师指导下,课前预习和识别词块,课中指导和运用词块,课后检验和巩固词块；对照组采用传统教学法。通过对比笔者的实验班级和其他老师所教的对照班级,分别进行了实验前测,实验第一次后测(实验中期)和第二次后测(实验结束),研究词块教学法对中学生写作技能的影响,将数据用社会统计学软件SPSS19.0均进行统计、整理。实验结果验证了实验设计中的两个假设：(1)词块教学法能显著提高初中生英语写作水平。(2)词块教学法对中考写作要求所包括的内容、语言、表达和书写4个指标均有积极影响,对语言流畅性和表达准确性的影响最大。当然,由于理论水平不足和客观实验条件的局限,本论文的研究还存在着诸多不足之处,如实验样本、实验时间的局限,还有待进一步完善。
[Abstract]:According to the English Curriculum Standard for compulsory Education in 2012, language skills include listening, speaking, reading, writing and so on. As an important export skill, writing is being paid more and more attention to by middle school English education. In recent years, lexical chunksand its teaching method lexical approach have attracted more and more attention. Michael Lewis believes that "language is a grammaticalized vocabulary," As a prefabricated language unit, lexical chunks are stored in memory as a whole. Learning language through lexical chunks can effectively improve the efficiency of language memory and understanding and conform to human cognitive laws. It is helpful to improve learners' pragmatic competence and to form authentic expression. However, The practical application of lexical chunks teaching method in the compulsory education stage is seldom involved. This paper aims to explore the influence of lexical chunks teaching on junior high school students' English writing, and applies Michael Lewis's lexical chunks teaching theory. A five-month teaching experiment was conducted with 30 students in Grade No. 5, Grade 8, who were taught by the author. The experimental group used lexical chunks teaching method. Under the guidance of teachers, the experimental group prepared and identified lexical chunks before class, guided and used lexical chunks in class. After class, the lexical chunks were examined and consolidated; the control group adopted traditional teaching methods. By comparing the author's experimental class with the control class taught by other teachers, the pre-experiment tests were carried out respectively. At the end of the first post-test and the second post-test, the influence of lexical chunks teaching method on the writing skills of middle school students was studied. The data were analyzed with the social statistics software SPSS19.0. The experimental results show that the two hypotheses in the experiment design can significantly improve junior high school students' English writing proficiency. The four indexes of expression and writing have positive effects on language fluency and accuracy. Of course, due to the lack of theoretical level and the limitation of objective experimental conditions, there are still many deficiencies in the study of this paper. For example, the experiment sample, the limitation of experiment time, still needs to be further consummated.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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