语块理论指导下的高中英语阅读教学

发布时间：2018-03-01 10:39

本文关键词： 语块语块教学法高中英语阅读教学　出处：《延安大学》2015年硕士论文　论文类型：学位论文

【摘要】：阅读理解是第二语言学习获得知识的一种重要方式,它与语言学习是相互依存的,没有阅读就没有语言学习。在当今的语言教学中不争的事实是:阅读能力的培养是听、说、读、写这四种基本能力培养中的最大难题。很多学生认为,自己投入了大量的时间学习外语,却仍然无法顺畅阅读。同时,目前外语教学界探讨的焦点也是:如何在英语学习过程中培养学生的阅读能力、提高学生的阅读速度和流利性。Perfetti(1985)的语言效率理论(Verbal Efficiency Theory)中指出,许多阅读理解的困难都是由于词汇能力的缺乏而引起的。鉴于此,笔者尝试从语言理论的最新发展——语块理论的角度探讨语块在高中英语阅读教学中的作用和效果。尹枝萍在2013年做了个调查,认为学者对语块研究的关注程度从2004年以后逐年增多。语块,简言之,即那些在结构上具有相对稳定性、形式上具有整体性和语义上具有约定性,不仅能够反映真实的语言情境,而且集合语法、语义和语境的优点的语言单位或结构。它的出现,不仅有助于培养学生的语篇理解能力,而且使词汇及搭配扩展到语句甚至语篇的范围。因此,语块的有效习得,会使学生的注意力从独立的单词转移到较长的语篇结构上,从而使文章结构清晰,有利于学生在整体上把握文章的思路。同时,它对第二语言的生成和发展也有很大的促进作用,且有助于第二语言学习者阅读理解能力的提高,这对高中英语阅读教学起到了积极的作用。鉴于上述原因,本文主要研究三个问题:1.语块理论是否对高中生的阅读理解能力有积极影响?2.在实验前后,学生对于阅读的认识是否有变化?3.在阅读教学中,运用语块理论如何指导学生进行阅读?为解决以上三个问题,本实验选取了洛川中学高一两个平行班的102名学生进行了为期3个月的教学实验,从10月8日到1月9日,除去国家法定假日,共计14周。实验前在实验班进行了问卷调查,同时对两个班级进行前测,前测材料为第一学期第一次月考试卷,并对前测结果进行了t-检验,P=0.985㧐0.05证明两个班级无显著差异。实验时,由笔者采用不同的阅读教学方法来教授两个班级,即实验班采用语块教学法,对照班采用传统教学法。实验后,对实验班进行问卷调查,并对两个班级进行后测,后测材料为第一学期期末试卷,同时对后测结果进行t-检验,P=0.00㩳0.01证明两个班级有显著差异。研究数据表明,实验后,实验班的总成绩以及平均阅读理解成绩显著高于对照班,并且与前测结果相比有较大提高。因此,在英语阅读教学中使用语块理论是行之有效的。
[Abstract]:Reading comprehension is an important way for second language learning to acquire knowledge. It is interdependent with language learning. There is no language learning without reading. In today's language teaching, it is an indisputable fact that the cultivation of reading ability is listening and speaking. Reading and writing are the biggest problems in the development of these four basic abilities. Many students think that they spend a lot of time learning a foreign language, but still can't read smoothly. At the same time, At present, the focus of foreign language teaching is how to develop students' reading ability and improve their reading speed and fluency in the process of English learning. Many of the difficulties in reading comprehension are caused by a lack of lexical competence. The author attempts to explore the role and effect of chunks in English reading teaching in senior high school from the perspective of the latest development of language theory--the theory of lexical chunks. In 2013, Yin Zhiping made a survey. It is believed that scholars have paid more and more attention to the study of lexical chunks since 2004. In short, chunks, in short, are relatively stable in structure, holistic in form and conventionally in semantics. A linguistic unit or structure that not only reflects the real language situation, but also gathers the advantages of grammar, semantics and context. Furthermore, lexical and collocation can be extended to the range of sentences and even discourse. Therefore, the effective acquisition of lexical chunks will shift students' attention from independent words to longer text structures, thus making the structure of the text clear. At the same time, it can promote the formation and development of the second language and improve the reading comprehension ability of the second language learners. This has played a positive role in English reading teaching in senior high school. For the above reasons, this paper focuses on three questions: 1. Does chunk theory have a positive impact on the reading comprehension of senior high school students? 2.Is there any change in the students' understanding of reading before and after the experiment? 3. How to guide students to read by using chunk theory in reading teaching? In order to solve the above three problems, this experiment selected 102 students from two parallel classes in Luochuan Middle School to carry out a three-month teaching experiment, from October 8th to January 9th, except for the national statutory holidays. A total of 14 weeks. A questionnaire survey was conducted in the experimental class before the experiment, and two classes were tested before the test. The pre-test material was the first month test paper of the first semester. 0.05 proves that there is no significant difference between the two classes. In the experiment, the author uses different reading teaching methods to teach the two classes, that is, the experimental class adopts the block teaching method, the control class adopts the traditional teaching method. After the experiment, the experimental class is investigated with a questionnaire. Two classes were tested in the end of the first semester, and the test results were tested by t- test P0. 00. The experimental results show that the total scores and the average reading comprehension scores of the experimental class are significantly higher than those of the control class, and are higher than those of the control class. It is effective to use chunk theory in English reading teaching.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【共引文献】