词块图式运用于初中英语写作教学的实证研究

发布时间：2019-01-12 10:23

【摘要】：近年来,词块理论在英语教学中越来越备受关注。词块融合了词汇和语法的优势,对教学的意义重大。然而词块涵盖范围很广,学生的词块记忆零散,所以不能及时地提取和有效地运用词块。在日常教学中笔者发现,学生虽然有一定的词块积累,但其正确运用却一直是初中生的薄弱环节,尤其是在语言输出的高级阶段——写作中,学生仍然错误百出,写作成绩不理想。所以要让学生存储和提取词块更加容易,就要构建词块之间的联系,换言之,如果按照话题和连接词的不同类型将词块构建成词块图式,将比学生随意零散地记忆词块有效得多。这样,学生在写作时,特别是写作考试时间紧迫的情况下能更快速地回想相关词块、组织语篇,增强写作表达的准确性和流利性,进而提高学生的写作成绩。因此,笔者试图把词块图式应用到英语写作教学中来探究以下三个问题：1)词块图式教学对初中生的英语写作成绩有什么影响?2)词块图式教学对初中生英语写作中词块的运用有什么影响?3)词块图式教学对初中生的英语学习有什么影响?笔者以长沙市南雅中学初二年级两个班的学生作为研究对象,以问卷调查的形式了解他们在写作中存在的问题。调查发现,大部分学生对写作缺乏兴趣,没有良好的写作习惯和学习策略,缺乏词块意识。根据调查数据,笔者进行了一学期的教学实验。在实验班的每个单元主题教学中渗透词块图式教学,而控制班进行常规教学,仅进行词块学习不总结成相应的词块图式。实验后,通过对访谈,前后两次调查问卷和前后测写作成绩的对比分析,我们可以得出以下结论：1、实验班和控制班学生的英语写作成绩均有提高,但是从提高程度上来看,实验班的效果更加明显,这就证明词块图式教学能帮助学生提高写作成绩。2、相比控制班,实验班学生在作文中使用的词块更准确和多样化,说明词块图式教学能帮助学生在写作时快速联想和正确运用更多的相关词块。3、词块图式教学能对初中生的英语学习产生积极的影响。实验班学生的英语学习兴趣变浓,学习的自信心和主动性增强,并逐步形成了积累词块构建自己的词块图式的学习习惯。笔者发现在现行的初中英语教材中,其实已经涵盖了相当数量的有用词块。因此在组织课堂教学的过程中,教师要巧妙地将课堂教学和课外延伸结合起来,引导学生自己去积累词块,从而构建和巩固词块图式,培养学生的词块图式意图,这对于尚处于英语学习起始阶段的初中学生来说,是学好英语学科、养成良好的思维习惯的基础。
[Abstract]:In recent years, lexical chunks have attracted more and more attention in English teaching. Lexical chunks combine the advantages of vocabulary and grammar and are of great significance to teaching. However, lexical chunks cover a wide range and students' lexical chunks are scattered, so they can not extract and effectively use lexical chunks in time. In daily teaching, the author finds that although students have a certain accumulation of lexical chunks, their correct use has always been the weak link of junior high school students, especially in the advanced stage of language output-writing, students are still full of mistakes. Writing is not satisfactory. So to make it easier for students to store and extract chunks, you have to build a link between chunks, in other words, if you build chunks into lexical chunks according to the different types of topics and conjunctions. It will be much more effective than students' random and piecemeal memory of lexical chunks. In this way, students can more quickly recall the relevant lexical chunks, organize discourse, enhance the accuracy and fluency of writing expression, and then improve the students' writing performance when writing, especially in the case of short writing test time. therefore The author tries to apply lexical chunks schema to English writing teaching to explore the following three questions: 1) what effect does lexical block schema teaching have on junior high school students' English writing achievement? 2) lexical chunk schema teaching on junior high school students' English writing What is the influence of the use of Chinese lexical chunks? 3) what is the effect of lexical block schema teaching on junior high school students' English learning? The author takes the students of the second grade middle school of Nanya Middle School in Changsha as the research object to find out the problems existing in their writing by means of questionnaire. It is found that most students lack interest in writing, lack good writing habits and learning strategies, and lack lexical chunks. According to the survey data, the author carried out a semester of teaching experiments. In each unit subject teaching of the experimental class, the lexical block schema teaching is permeated, while the control class carries on the routine teaching, only carries on the word block study does not summarize the corresponding word block schema. After the experiment, through the comparative analysis of interview, questionnaire and test writing, we can draw the following conclusions: 1. The students in the experimental class and the control class have improved their English writing scores, but in terms of the degree of improvement, we can draw the following conclusions: 1. The effect of the experimental class is more obvious, which proves that lexical block schema teaching can help students improve their writing scores. 2. Compared with the control class, the experimental class students use more accurate and diversified lexical chunks in their compositions. It is shown that lexical chunks schema teaching can help students to quickly associate and correctly use more relevant lexical chunks in writing. 3. Lexical chunks schema teaching can have a positive impact on junior high school students' English learning. The students in the experimental class have become more interested in English learning, and their self-confidence and initiative in learning have been enhanced, and the learning habits of accumulating lexical chunks to construct their own lexical chunks have been gradually formed. The author finds that a considerable number of lexical blocks have been covered in the current junior middle school English textbooks. Therefore, in the process of organizing classroom teaching, teachers should skillfully combine classroom teaching with extracurricular extension, guide students to accumulate lexical chunks themselves, so as to construct and consolidate lexical chunks schemata and cultivate students' intention of lexical chunks schemata. For junior middle school students who are still in the initial stage of English learning, it is the basis of learning English well and developing good thinking habits.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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