词块教学法在初中词汇教学中的研究

发布时间：2018-06-19 16:39

本文选题：词块理论 + 词块教学法　；参考：《渤海大学》2015年硕士论文

【摘要】：作为语言的基本构建材料之一,词汇对于英语学习者来说是十分重要的,掌握一定的词汇是学好英语的基础。然而,笔者发现:目前英语词汇教学的现状差强人意,词汇学习成为许多初中生的一个难题。在初中的日常教学中,词汇学习占用了学生大量的时间,但是效果却不是很明显。词汇学习已经成为许多学生的障碍,严重阻碍了学生英语能力的发展和提高。根据国内外研究者对词汇的研究发现,在英语自然语言中,存在着大量的兼有语法和词汇双重特征的固定或半固定的语言结构,它们在交际应用中高频率出现,被定义为词块。迈克刘易斯(1993)是词块理论的代表人物,他认为词汇是语言的核心,语言是由语法化的词汇组成,而不是由词汇化的语法组成。本文将基于刘易斯提出的词块理论,探讨词块教学法在初中词汇教学中的意义以探索提高初中生英语词汇能力的有效方法。以下为本研究的研究问题:1.词块教学法能否对初中生学习词汇的兴趣有积极的影响?2.词块教学法能否提高初中生词汇能力?3.词块教学法法能否提高初中生的英语成绩?本研究选取辽阳市第十四中学的两个人数、英语水平及背景都相近的两个班级学生作为实验对象,采用问卷、测试、采访的形式,分别对实验班和控制班进行了实验研究,并运用统计软件SPSS11.5对上述数据和结果进行定量分析。实验数据及结果表明:通过词块教学法教学的实验班学生,在经过四个月的教学实验后,在词汇学习中变得更有自信,对于学习词汇更加感兴趣并掌握了更好的学习词汇的习惯和策略;在针对学生词汇能力的考试中有明显进步,成绩高于对照班的学生;在期末考试中他们的英语成绩也有进步,成绩高于对照班的学生。因此,本研究得出结论:词块教学法对学生学习词汇的兴趣有积极的影响;词块教学法能提高初中生的词汇能力;词块教学法能提高初中生的英语成绩。将词块教学法应用于词汇教学中是有效以及切实可行的。
[Abstract]:As one of the basic language construction materials, vocabulary is very important for English learners. Mastering certain vocabulary is the basis of learning English well. However, the author finds that the present situation of English vocabulary teaching is unsatisfactory, and vocabulary learning has become a difficult problem for many junior high school students. In the daily teaching of junior high school, vocabulary learning takes up a lot of time, but the effect is not obvious. Vocabulary learning has become an obstacle for many students, which seriously hinders the development and improvement of students' English ability. According to the study of vocabulary by researchers at home and abroad, there are a large number of fixed or semi-fixed language structures with both grammatical and lexical features in English natural languages, which appear frequently in communicative applications and are defined as lexical chunks. In his opinion, vocabulary is the core of language, and language is composed of grammaticalized vocabulary, not lexical grammar. Based on the lexical chunks theory put forward by Lewis, this paper probes into the significance of lexical chunks teaching in junior high school in order to explore effective methods to improve junior high school students' English vocabulary competence. The following is the research question of this study: 1. Whether lexical chunks teaching method can have a positive effect on junior high school students' interest in vocabulary learning. Whether the lexical ability of junior high school students can be improved by lexical chunks teaching method? Can lexical chunk approach improve junior high school students' English achievement? In this study, two students from two classes in Liaoyang No. 14 Middle School, whose English proficiency and background are similar, were selected as the experimental subjects. The experimental study was carried out in the experimental class and the control class by means of questionnaires, tests and interviews. Statistical software SPSS 11.5 was used to analyze the above data and results. The experimental data and results show that after four months of teaching, the students in the experimental class have become more confident in vocabulary learning. More interested in vocabulary learning and better vocabulary learning habits and strategies; improved significantly in the test for students' vocabulary competence, with higher scores than those in the control class; and improved their English scores in the final exam. Students with higher grades than those in the control class. Therefore, this study concludes that lexical chunk teaching has a positive effect on students' interest in vocabulary learning; lexical chunks teaching method can improve junior high school students' vocabulary ability; lexical chunk teaching method can improve junior high school students' English scores. It is effective and feasible to apply lexical chunks to vocabulary teaching.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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