词块教学对初中学生英语写作的影响
发布时间:2018-06-30 04:20
本文选题:初中英语 + 写作教学 ; 参考:《南京师范大学》2015年硕士论文
【摘要】:近年来,语言教学中一个崭新的教学理论---词块理论正引起语言研究者们的关注。词块,集词汇和语法特征于一身,作为语言的半成品可以整体储存在记忆中,它是语言输入、记忆、储存、输出的最小单位,在英语写作中可以直接提取,可以在较大程度上缓解学习者限时作文的压力,提高学生写作的准确性、地道性和流利性。笔者多年从事初三毕业班的英语教学,发现初三学生写作能力欠缺,写作时不能用英语准确、流利、地道的表达,表达中有很多中式英语的现象。词块理论为解决这一问题提供了一个可行的方法。为此,笔者以仪征市××中学初三两个班100名学生为研究对象设置了实验班和对照班,人数各50人。实验班侧重于使用词块法进行写作教学,对照班则用传统教学法,对词块不作过多的强调。实验时间为半个学期,因此,笔者在初三写作教学中实施词块法,试图回答以下问题:(1)词块法对学生的作文成绩有什么样的影响?(2)词块法怎样才能提高学生使用词块的水平?(3)词块法怎样影响学生的写作兴趣和自主学习能力?实验利用写作测试作为衡量手段,分为前测、后测阶段。学生作文根据中考写作要求进行批改,由骨干教师统一按要求批阅。笔者对学生的作文得分和作文中使用的词块的数量进行分析,找出学生写作成绩和词块的相关性,并通过问卷和采访了解学生的写作兴趣和自主学习能力的变化,并对结果进行总结。实验结果表明:(1)加大实验班学生词块的输入量提高了他们的写作成绩。(2)利用词块教学法提高了他们词块的输出水平,实验班的学生能更准确、更熟练、更地道地将所学词块运用到写作中去。(3)词块法能帮助学生克服母语对英语写作的影响,提高了他们对写作的兴趣,同时增加了他们自主学习写作的能力。
[Abstract]:In recent years, lexical chunk theory, a new teaching theory in language teaching, is attracting the attention of language researchers. Lexical chunks, which combine lexical and grammatical features, can be stored in memory as a semi-finished product of language. It is the smallest unit of language input, memory, storage and output, and can be extracted directly in English writing. It can relieve the pressure of time-limited composition and improve the accuracy, authenticity and fluency of students' writing. The author has been in English teaching for many years and found that there are many Chinglish expressions in junior high school students because of their lack of writing ability and the lack of accurate, fluent and authentic expression in English. Lexical chunk theory provides a feasible method to solve this problem. For this reason, the author takes 100 students from two classes of grade three in Yizheng City 脳 脳 Middle School as the research object, and sets up the experimental class and the control class, with 50 students each. The experimental class focuses on the use of lexical chunks in writing teaching, while the control class uses the traditional teaching method without too much emphasis on lexical chunks. The experimental time is half a semester. Therefore, the author implements the lexical chunks method in the third grade writing teaching. This paper tries to answer the following questions: (1) how does lexical chunks affect students' composition achievement? (2) how can lexical chunks improve students' ability to use lexical chunks? (3) how does lexical chunks affect students' interest in writing and their autonomous learning ability? The experiment uses writing test as a measure, divided into pre-test and post-test phase. The students' composition should be corrected according to the requirements of the middle school examination, and be reviewed by the backbone teachers. The author analyzes the students' composition scores and the number of lexical chunks used in the composition, finds out the correlation between the students' writing achievement and the lexical chunks, and finds out the changes of students' writing interest and autonomous learning ability through questionnaires and interviews. The results are summarized. The results show that: (1) increasing the input of lexical chunks in the experimental class improves their writing scores; (2) using the lexical chunks teaching method to improve the output level of the lexical chunks, the students in the experimental class can be more accurate and proficient. (3) lexical chunks can help students overcome the influence of their mother tongue on English writing, increase their interest in writing, and increase their ability to learn to write autonomously.
【学位授予单位】:南京师范大学
【学位级别】:硕士
【学位授予年份】:2015
【分类号】:G633.41
【参考文献】
相关期刊论文 前2条
1 罗凤文,梁兴莉,陆效用;词块教学与外语学习者语言输出[J];山东外语教学;2002年06期
2 杨玉晨;英语词汇的"板块"性及其对英语教学的启示[J];外语界;1999年03期
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