语块教学法对高中生英语听力理解能力的影响研究

发布时间：2018-05-30 00:20

本文选题：语块 + 语块教学法　；参考：《赣南师范学院》2015年硕士论文

【摘要】：听力作为一种接受性技能,在四种语言技能的培养训练中被摆在首位,其重要性不言而喻。没有大量的语言输入,就很难有高质量的语言输出。因此,正确的外语教学途径应该是重点培养学生的听力理解能力。然而,听力学习一直是高中生英语学习的薄弱环节,主要是因为学生在听的过程中过多地把注意力集中在词的识别上,忽略了语言形式。基于语料库和二语习得的研究发现在日常交际中,人们使用的语言不是支离破碎的,而是一些预先设置好的短语或固定表达方法。人们把这种预先设置好的短语或固定表达方法叫做“语块”。它是以语义的形式预先存储在大脑心理词库中的词汇—语法单位,具有稳定的搭配意义,固定的语法结构和特定的语用环境。在听力理解过程中使用语块,可以扩大短时记忆的工作容量,减轻短时记忆的负担,降低学生对听力材料的焦虑度。利用语块还可以培养学生“自上而下”的听力技能,帮助听者绕过一些不必要的底部信息,进而有效理解听力内容。基于这种理论,Lewis提出了语块教学法。他指出语块教学法的核心是“语言是语法化的词汇,而不是词汇化的语法”。本论文以语块理论为基础,以赣州市某中学高二学生为研究对象,通过问卷调查和对比实验的方法研究语块教学法在听力课堂中的应用对高中生英语听力理解能力的影响。实验结果表明:(1)语块教学法与学生英语听力理解能力具有显著相关性,也就是说,语块教学法能促进学生听力理解能力的提高;(2)语块对不同听力水平的学生的影响程度不同:对高分组学生的影响最大,对中间组学生的影响次之,对低分组学生的影响最小。因此,教师应该帮助学生提高运用语块的意识,并在课堂中运用语块教学法;同时,教师还应组织各种活动帮助各组学生,尤其是低水平组学生,提高听力理解水平。
[Abstract]:As a receptive skill, listening is of great importance in the training of four language skills. Without a lot of language input, it is difficult to have high-quality language output. Therefore, the correct approach to foreign language teaching should focus on cultivating students' listening comprehension ability. However, listening learning has always been a weak link in senior high school students' English learning, mainly because the students pay too much attention to the recognition of words and neglect the language form in the process of listening. Studies based on corpus and second language acquisition have found that in daily communication, the language used by people is not fragmented, but some prearranged phrases or fixed expressions. This preset phrase or fixed expression is called a chunks. It is a lexical-grammatical unit stored in the mental lexicon of the brain in the form of semantics. It has stable collocation, fixed grammatical structure and specific pragmatic environment. The use of chunks in listening comprehension can enlarge the working capacity of short-term memory, reduce the burden of short-term memory, and reduce the anxiety of students in listening materials. Using chunks can also train students'"top-down" listening skills, help listeners bypass unnecessary bottom information and effectively understand listening content. Based on this theory, Lewis puts forward the chunk teaching method. He pointed out that the core of chunk teaching is that language is grammaticalized vocabulary, not lexical grammar. Based on the theory of lexical chunks, this thesis takes a middle school student in Ganzhou as an object of study. By means of a questionnaire survey and a contrastive experiment, the effect of the application of the lexical chunks teaching method on the listening comprehension of senior high school students in listening class is studied. The experimental results show that there is a significant correlation between the chunk teaching method and the students' listening comprehension ability, that is to say, Lexical approach can promote the improvement of students' listening comprehension ability. The influence of lexical chunks on students with different listening levels is different: it has the greatest influence on the high score group students, the second on the middle group students, and the least on the low group students. Therefore, teachers should help students improve their awareness of using lexical chunks and use lexical chunks in the classroom. At the same time, teachers should organize various activities to help students in each group, especially those in low level groups, to improve their listening comprehension.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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