语块背诵在高中英语写作教学中的有效性研究
发布时间：2018-12-27 19:19
【摘要】：作为一项重要的英语输出技能，写作是当前我国高中阶段英语教学的重点和难点,新课标和高考均对英语写作有比较高的要求。但现阶段我国高中英语写作教学存在诸多问题，如教学时间安排少、学生写作态度消极、语法错误多，用词单一等。为此，很多学者和一线教师致力于寻找解决问题的途径。 1975年，Becker首次将“语块”引入人们的视线，语块是语义、语法和语境的结合体。语块可以被整体储存在记忆中，使用时又可以被整体提取。研究表明，语块理论应用于英语写作教学有利于增强语言使用的准确性、流畅性和逻辑性，帮助学生减轻写作压力，减少母语负迁移，提高写作水平。目前语块的研究主要集中在大学英语专业教学中，针对高中阶段英语教学，尤其是写作教学的研究比较少。而背诵法是我国高中外语教学中应用最广泛的方法，具有很多不可替代的优势。因此，本研究的主要目的就是将语块理论和传统背诵法相结合，探究其在高中英语写作教学中的有效性应用。 为此，笔者提出以下研究假设：语块背诵能切实提高高中生的写作成绩，并能从词汇、句法和篇章布局等方面提高学生的写作水平，最终提高学生写作的自信心和兴趣。为验证假设，本研究采用实验的方法，在实验班的教学中，笔者以课文为主选取语块，辅之日常教学的补充和学生课外阅读的积累，注重培养学生的语块意识，使其能自主选取语块、背诵和巩固语块，同时教师加强语块背诵的检查，督促学生建立自己的语块素材库。此外，教师加强写作教学的训练，引导学生迅速提取语块进行限时写作。同时，笔者在实验前后均进行问卷调查、访谈、写作测试，实验结束后，对比实验前后各项数据，我们可以发现实验班的写作成绩明显高于前测，语块使用的数量大大提高，句型结构更加丰富多样，上下文衔接也更加合理流畅。而问卷和访谈的结果也表明学生对写作的自信心和兴趣都有明显增强。由此，，我们可以得出以下结论：语块背诵能切实提高高中生的英语写作水平，在高中阶段英语写作教学中是有效的。
[Abstract]:As an important English output skill, writing is the focus and difficulty of English teaching in senior middle school in our country. Both the new curriculum standard and the college entrance examination have higher requirements for English writing. However, there are many problems in English writing teaching in senior high school, such as less teaching time, negative writing attitude, many grammatical errors, single words and so on. To this end, many scholars and teachers committed to finding solutions to the problem. In 1975, Becker first introduced "chunks" to people's attention. Chunks are a combination of semantics, grammar and context. Chunks can be stored in memory as a whole and extracted as a whole when used. The study shows that the application of chunk theory to English writing teaching can enhance the accuracy fluency and logicality of language use help students to reduce the pressure of writing reduce the negative transfer of their mother tongue and improve their writing level. At present, the research on chunks is mainly focused on college English teaching, and there is little research on English teaching in senior high school, especially in writing. Recitation is the most widely used method in high school foreign language teaching in our country, and it has many irreplaceable advantages. Therefore, the main purpose of this study is to combine the chunks theory with the traditional recitation method to explore its effectiveness in the teaching of English writing in senior high schools. Therefore, the author proposes the following hypotheses: chunks recitation can effectively improve the writing achievement of senior high school students, improve the students' writing level in terms of vocabulary, syntax and text layout, and ultimately enhance the students' self-confidence and interest in writing. In order to verify the hypothesis, this study adopts the experimental method. In the teaching of the experimental class, the author selects the language chunks mainly from the text, supplemented by the supplement of the daily teaching and the accumulation of the students' extracurricular reading, and pays attention to the cultivation of the students' chunks consciousness. At the same time, teachers should strengthen the check of chunks and urge students to establish their own chunks material bank. In addition, teachers strengthen the training of writing teaching and guide students to quickly extract chunks for limited time writing. At the same time, the author conducted questionnaires, interviews, writing tests before and after the experiment. After comparing the data before and after the experiment, we can find that the writing score of the experimental class is obviously higher than that of the pre-test, and the number of chunks used is greatly increased. The structure of sentence patterns is more abundant and diverse, and the cohesion of context is more reasonable and smooth. The results of questionnaires and interviews also showed that students' confidence and interest in writing were significantly increased. Therefore, we can draw the following conclusions: chunks recitation can effectively improve high school students' English writing proficiency, and is effective in senior high school English writing teaching.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2393495
[Abstract]:As an important English output skill, writing is the focus and difficulty of English teaching in senior middle school in our country. Both the new curriculum standard and the college entrance examination have higher requirements for English writing. However, there are many problems in English writing teaching in senior high school, such as less teaching time, negative writing attitude, many grammatical errors, single words and so on. To this end, many scholars and teachers committed to finding solutions to the problem. In 1975, Becker first introduced "chunks" to people's attention. Chunks are a combination of semantics, grammar and context. Chunks can be stored in memory as a whole and extracted as a whole when used. The study shows that the application of chunk theory to English writing teaching can enhance the accuracy fluency and logicality of language use help students to reduce the pressure of writing reduce the negative transfer of their mother tongue and improve their writing level. At present, the research on chunks is mainly focused on college English teaching, and there is little research on English teaching in senior high school, especially in writing. Recitation is the most widely used method in high school foreign language teaching in our country, and it has many irreplaceable advantages. Therefore, the main purpose of this study is to combine the chunks theory with the traditional recitation method to explore its effectiveness in the teaching of English writing in senior high schools. Therefore, the author proposes the following hypotheses: chunks recitation can effectively improve the writing achievement of senior high school students, improve the students' writing level in terms of vocabulary, syntax and text layout, and ultimately enhance the students' self-confidence and interest in writing. In order to verify the hypothesis, this study adopts the experimental method. In the teaching of the experimental class, the author selects the language chunks mainly from the text, supplemented by the supplement of the daily teaching and the accumulation of the students' extracurricular reading, and pays attention to the cultivation of the students' chunks consciousness. At the same time, teachers should strengthen the check of chunks and urge students to establish their own chunks material bank. In addition, teachers strengthen the training of writing teaching and guide students to quickly extract chunks for limited time writing. At the same time, the author conducted questionnaires, interviews, writing tests before and after the experiment. After comparing the data before and after the experiment, we can find that the writing score of the experimental class is obviously higher than that of the pre-test, and the number of chunks used is greatly increased. The structure of sentence patterns is more abundant and diverse, and the cohesion of context is more reasonable and smooth. The results of questionnaires and interviews also showed that students' confidence and interest in writing were significantly increased. Therefore, we can draw the following conclusions: chunks recitation can effectively improve high school students' English writing proficiency, and is effective in senior high school English writing teaching.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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