基于话题情境的词块教学对高中生英语写作影响的研究

发布时间：2018-02-27 14:51

本文关键词： 词块话题情境写作　出处：《苏州大学》2015年硕士论文　论文类型：学位论文

【摘要】：写作,作为四项语言基本技能之一和交际能力的一个重要方面,在中学英语教学中的地位没有突显。在高考中考生书面表达的能力存在许多问题:写作时常出现文不达意的情况;文章衔接不好,词汇语法使用单一。所以,帮助他们寻找更为贴切的学习方法成为高中英语教学的一大关键。词块能够帮助学习者在一次性记忆当中获得较大的语言信息和单词量,而且一般需要和语境联系在一起,这比单独记忆单个词汇要更容易。以往的研究对于利用词块教学提高学生写作的实证研究很多。但随着教学方式的改革,发现情境创设有助于更好地学习英语。虽然有词块和情境的结合来提高书面表达的相关研究,但基于高中生层面的研究鲜见。本文以基于话题情境的词块教学法探讨词块的输入,主要研究(1)基于话题情境的词块教学对高中生写作有何影响?(2)基于话题情境的词块教学使高中生哪些方面的写作能力得到提高?(3)基于话题情境的词块教学对词块使用上前后存在什么样的差异?本文以全语言教学理论为支撑,采用问卷调查法、文献研究法和实验法,选取无锡市某高中高二年级两个平行班为研究对象,其中一个班为实验班,一个为对照班,分别采用基于话题情境的词块教学方法和常规教学法。经过高二一学年的教学实验,利用SPSS(17.0)工具对实验数据进行统计分析,根据结果笔者得出以下结论:(1)基于话题情境的词块教学法在一定程度上提高了学生的写作水平,同时也提高学生写作的信心和兴趣。学生不仅拓展了知识面,也从地道的表达中,获得极大的成就感。(2)基于话题情境的词块教学法提高了写作语言的准确性。从学生的历次写作练习中发现与之前逐词翻译法相比较,对于词块的选择和语言的准确度上大有改善,也使文章表达更为地道。(3)基于话题情境的词块教学法使学生语言运用呈现多样性。研究表明,学生的词块使用类型和学生的语言运用能力成正比。学生能灵活地使用句型结构,用不同方式表达同一句子,也就意味着在写作中的流畅性也得到提高。研究建议教师要重视词块输入方式,通过多样的情境练习强化学生词块使用的意识,同时要注意课后及时反馈、课堂的合理设置以及强化写作限时练习,确保考试有限时间能有高效地产出。
[Abstract]:Writing, as one of the four basic language skills and an important aspect of communicative competence, The position in middle school English teaching has not been highlighted. There are many problems in the ability of written expression of examinees in the college entrance examination: writing often does not meet the meaning of writing, the cohesion of the article is not good, the vocabulary and grammar are used in a single way. Helping them to find more appropriate learning methods has become a key issue in English teaching in senior high school. Lexical chunks can help learners obtain large amounts of language information and words in one-time memory, and generally need to be associated with context. This is easier than memorizing a single word alone. Previous studies have done a lot of empirical research on the use of lexical chunks to improve students' writing. But with the reform of teaching methods, It is found that situational creation contributes to better English learning. Although there is a combination of lexical chunks and situations to improve written expression, However, the research based on high school students is rare. This paper discusses the input of lexical chunks based on topic context, and mainly studies the influence of lexical chunks teaching based on topic context on senior high school students' writing. 2) which aspects of writing ability of senior high school students can be improved by lexical chunks teaching based on topic situation? 3) what are the differences in lexical chunks teaching based on topic context before and after the use of lexical chunks? Based on the whole language teaching theory, this paper chooses two parallel classes in a senior high school in Wuxi as the research objects, one of which is the experimental class and the other is the control class. Through the teaching experiment in the second year of senior high school, using SPSS 17.0) tools to analyze the experimental data, respectively, using the topic situation-based lexical chunks teaching method and the conventional teaching method, the statistical analysis of the experimental data was carried out in the first year of senior high school. According to the results, the author draws the following conclusion: (1) the lexical chunks teaching method based on the topic situation improves the students' writing level to a certain extent, and at the same time improves the students' confidence and interest in writing. The students not only expand their knowledge, but also improve the students' writing ability. Also from the authentic expression, we get a great sense of achievement. 2) the lexical chunks teaching method based on the topic context improves the accuracy of the writing language.It is found from the students' writing exercises that it is compared with the previous word-by-word translation method. The choice of lexical chunks and the accuracy of language are greatly improved, and the expression of lexical chunks is more authentic. (3) the lexical chunks teaching method based on topic context makes students' language use more diverse. The types of lexical chunks used by students are proportional to their ability to use language. Students can use sentence patterns flexibly and express the same sentence in different ways. The study suggests that teachers should pay attention to lexical chunks input methods, strengthen students' awareness of using lexical chunks through various situations, and pay attention to timely feedback after class. The proper setting of the class and the strengthening of writing time-limit exercises ensure that the limited time of the exam can be efficiently produced.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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