词块教学法对高中生英语阅读能力的影响研究
发布时间：2018-07-23 12:27
【摘要】：语言教学领域的词块教学法是基于这样的观点上形成的,即语言学习和交流的支柱不是语法、功能和概念,也不是其他有组织的教学计划中的语言单元,而是词汇(包括单词和词汇连接)。词块教学法在语言教学领域中的应用反映了这样一个现象,词汇在语言结构、二语学习和语言使用中已经成为不可或缺的一部分。尤其是多词词汇单元即“词块”在分析英语阅读文章时常被作为单独项目学习和使用。本研究主要调查词块教学法对高中生英语阅读能力的影响。词块教学法为高中英语阅读教学提供了新的模式,它避免了传统英语阅读教学方法所带来的弊端。本文作者进行此项研究的主要目的是为了证明词块教学法可以有效提高高中生英语阅读能力,尤其是阅读准确率和阅读速度方面的能力。为了达到研究目的,本文作者在呼和浩特市第九中学进行了实验。实验对象是来自高二两个平行班的120名学生。三班被随机地选为实验班,四班为对照班,每班60名同学。为了保证实验结果的准确性,两个班由同一位老师授课。每堂课本文作者都随堂听课。教学实验持续了四个月。本研究一共有三个研究问题。1.高中英语阅读教学的现状是什么样的?2.词块教学法是否会促进高中生的英语阅读能力?3.词块教学法是否会激发高中生的英语阅读兴趣?为了回答上面提出的三个问题,作者综合运用了定量和定性的研究方法。在教学实验开始前,作者先对实验班和对照班中的120名学生进行了问卷调查,然后作者对调查问卷的结果进行了数据分析。经过对统计数据的认真分析和对比,深思熟虑后,作者发现大多数高中生认为现在老师教授的英语阅读方法不是十分有效,并且在英语课堂上,老师很少关注单词和阅读篇章的关系,造成了学生对词块知识的忽略,因此以前的英语阅读教学方法需要改进。针对第二个研究问题,作者进行了教学实验。在新学期开始前,作者先对实验班和对照班的所有学生进行了前测。然后作者用SPSS 21.0软件对前测结果进行了分析,分析结果显示两个班学生的英语阅读水平相近,没有显著差异。然后作者对实验班采取词块教学法进行教学,对对照班采取传统的阅读教学法进行教学。在经过一学期的阅读教学后,作者对两个班的所有同学进行了后测。作者同样用SPSS 21.0软件对后测结果进行了分析,分析结果显示两个班学生的阅读水平发生了的明显的变化,实验班学生的阅读水平较对照班有了明显的提高。因此作者得出了词块教学法会促进高中生英语阅读能力的结论。教学实验后作者对实验班的全体学生进行了访问调查,对访问结果的分析证明词块教学法还可以激发高中生的英语阅读兴趣。
[Abstract]:Lexical chunks in the field of language teaching are based on the view that the pillars of language learning and communication are not grammar, function and concepts, nor are they the language units of other organized teaching plans. They are words (including words and lexical links). The application of lexical chunks in the field of language teaching reflects the fact that vocabulary has become an indispensable part in language structure, second language learning and language use. In particular, multi-word lexical units, known as lexical chunks, are often used as separate items in the analysis of English reading articles. This study investigates the effects of lexical chunks on senior high school students' English reading ability. Lexical chunk teaching provides a new model for senior high school English reading teaching, which avoids the disadvantages of traditional English reading teaching methods. The main purpose of this study is to prove that lexical chunks teaching can effectively improve high school students' English reading ability, especially in reading accuracy and reading speed. In order to achieve the purpose of the study, the author carried out an experiment in Hohhot No. 9 Middle School. The subjects were 120 students from two parallel classes in Senior two. Class 3 was randomly selected as experimental class, class 4 as control class with 60 students in each class. In order to ensure the accuracy of the results of the experiment, the two classes are taught by the same teacher. The author follows each lecture. The teaching experiment lasted four months. There are three research questions in this study. What is the present situation of English reading teaching in senior high school? Whether the lexical chunks teaching method can promote the English reading ability of senior high school students? Will lexical chunks stimulate high school students' interest in English reading? In order to answer the above three questions, the author uses both quantitative and qualitative research methods. Before the beginning of the teaching experiment, 120 students in the experimental class and the control class were investigated, and then the results of the questionnaire were analyzed. After careful analysis and comparison of the statistical data, the author finds that most of the senior high school students think that the English reading methods taught by their teachers are not very effective, and that they are in the English classroom. Teachers seldom pay attention to the relationship between words and reading text, which causes students to ignore the knowledge of lexical chunks, so the previous teaching methods of English reading need to be improved. In view of the second research problem, the author carries on the teaching experiment. Before the beginning of the new semester, the author conducted a pre-test on all the students in the experimental class and the control class. Then the author uses SPSS 21.0 software to analyze the pre-test results. The results show that the English reading level of the two classes is similar, and there is no significant difference between the two classes. Then the author adopts the lexical block teaching method in the experimental class and the traditional reading teaching method in the control class. After a semester of reading teaching, the author conducted a post-test on all the students in the two classes. The author also uses SPSS 21.0 software to analyze the post-test results. The results show that the reading level of the students in the two classes has changed obviously, and the reading level of the students in the experimental class has obviously improved compared with the control class. Therefore, the author draws the conclusion that lexical chunks can promote high school students' English reading ability. After the teaching experiment, the author conducted an interview with all the students in the experimental class. The analysis of the interview results proves that the lexical chunks teaching method can also stimulate the interest of senior high school students in English reading.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2139414
[Abstract]:Lexical chunks in the field of language teaching are based on the view that the pillars of language learning and communication are not grammar, function and concepts, nor are they the language units of other organized teaching plans. They are words (including words and lexical links). The application of lexical chunks in the field of language teaching reflects the fact that vocabulary has become an indispensable part in language structure, second language learning and language use. In particular, multi-word lexical units, known as lexical chunks, are often used as separate items in the analysis of English reading articles. This study investigates the effects of lexical chunks on senior high school students' English reading ability. Lexical chunk teaching provides a new model for senior high school English reading teaching, which avoids the disadvantages of traditional English reading teaching methods. The main purpose of this study is to prove that lexical chunks teaching can effectively improve high school students' English reading ability, especially in reading accuracy and reading speed. In order to achieve the purpose of the study, the author carried out an experiment in Hohhot No. 9 Middle School. The subjects were 120 students from two parallel classes in Senior two. Class 3 was randomly selected as experimental class, class 4 as control class with 60 students in each class. In order to ensure the accuracy of the results of the experiment, the two classes are taught by the same teacher. The author follows each lecture. The teaching experiment lasted four months. There are three research questions in this study. What is the present situation of English reading teaching in senior high school? Whether the lexical chunks teaching method can promote the English reading ability of senior high school students? Will lexical chunks stimulate high school students' interest in English reading? In order to answer the above three questions, the author uses both quantitative and qualitative research methods. Before the beginning of the teaching experiment, 120 students in the experimental class and the control class were investigated, and then the results of the questionnaire were analyzed. After careful analysis and comparison of the statistical data, the author finds that most of the senior high school students think that the English reading methods taught by their teachers are not very effective, and that they are in the English classroom. Teachers seldom pay attention to the relationship between words and reading text, which causes students to ignore the knowledge of lexical chunks, so the previous teaching methods of English reading need to be improved. In view of the second research problem, the author carries on the teaching experiment. Before the beginning of the new semester, the author conducted a pre-test on all the students in the experimental class and the control class. Then the author uses SPSS 21.0 software to analyze the pre-test results. The results show that the English reading level of the two classes is similar, and there is no significant difference between the two classes. Then the author adopts the lexical block teaching method in the experimental class and the traditional reading teaching method in the control class. After a semester of reading teaching, the author conducted a post-test on all the students in the two classes. The author also uses SPSS 21.0 software to analyze the post-test results. The results show that the reading level of the students in the two classes has changed obviously, and the reading level of the students in the experimental class has obviously improved compared with the control class. Therefore, the author draws the conclusion that lexical chunks can promote high school students' English reading ability. After the teaching experiment, the author conducted an interview with all the students in the experimental class. The analysis of the interview results proves that the lexical chunks teaching method can also stimulate the interest of senior high school students in English reading.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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