词块背诵输入对初中生英语写作能力提高的研究
发布时间：2021-07-28 14:36
写作是中学生英语语言学习中的重要组成部分,但由于教师的教学策略,学生词汇匮乏,写作训练不足等诸多因素,初中生英语写作能力普遍较低。因此寻找有效的写作教学方法,进而提高学生英语写作水平是很有必要的。词块作为语法、语义和语境的融合体,形式和意义相对固定。词块的恰当使用能有效地克服母语负迁移的影响,有利于语篇组织能力的培养,从而增加写作语言的流畅性,地道性,提高学生的英语写作水平。研究表明背诵能够强化语言输入,提高词汇、句型和固定表达的记忆效果,增加语言积累,从而使其语言输出规范化。本文基于前人词块教学在写作中的应用研究上,结合背诵法,通过词块的背诵输入,试图探究出一条有效、可行途径,帮助教师提高初中英语写作教学。此研究将探讨以下几个问题:（1）词块背诵输入能否提高学生的英语写作水平?（2）学生后测习作中用到的词块数量是否增加?不同类型的词块使用情况如何?（3）词块背诵输入对学生在听力、单选、完型、阅读、词语运用等题型的得分是否有影响?为了求证以上问题,笔者在临汾市陶寺中学初二年级两个班中进行了一个学期的教学实验。其中每班学生人数均为51人,两个班学生有相同的学习背景,英语学习课时相同,且均...
【文章来源】：山西师范大学山西省
【文章页数】：65 页
【学位级别】：硕士
【文章目录】：
Abstract in English
Abstract in Chinese
1. Introduction
1.1 Purpose and significance of the research
1.2 Organization of the research
2. Literature Review
2.1 Definition of lexical chunk
2.2 Classification of lexical chunk
2.2.1 Classification of Michael Lewis
2.2.2 Classification of Nattinger & De Carrico
2.3 Functions of lexical chunk in SLA
2.4 Empirical study on lexical chunk and writing abroad and at home
2.4.1 Empirical study on lexical chunk abroad
2.4.2 Empirical study on lexical chunk at home
2.4.3 Empirical study on lexical chunk and writing
2.5 Recitation input of lexical chunk
3. Research Design
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.4 Instructional implementation in experimental class
3.4.1 Recitation of lexical chunks in everyday teaching
3.4.2 Training on the application of writing with lexical chunks
3.4.3 A teaching sample of writing class
4. Data Analysis and Discussion
4.1 Analysis and discussion of the writing scores
4.1.1 Results of pre-test and post-test in CC
4.1.2 Results of pre-test and post-test in EC
4.1.3 Result analysis of writing scores of post-test in EC and CC
4.2 Analysis and discussion of the lexical chunks
4.2.1 Result analysis of the number of lexical chunks
4.2.2 Result analysis and discussion of types of lexical chunks
4.3 Analysis and discussion of scores between experimental class and control class inpost-test
4.3.1 Correlation analysis of the accuracy of lexical chunks used and the scores ofmultiple choices
4.3.2 Correlation analysis of the accuracy of lexical chunks used and the scores ofcloze
4.3.3 Correlation analysis of the accuracy of lexical chunks used and the scores offilling blanks
5. Conclusion
5.1 Major findings
5.2 The revelation of experiment and teaching suggestion
5.3 Research limitations
Bibliography
Appendix A
Appendix B
Acknowledgements
Publications
【参考文献】：
期刊论文
[1]词块的界定、分类与识别[J]. 马广惠. 解放军外国语学院学报. 2011(01)
[2]“预制语块”在大学英语“过程写作法”教学中的应用[J]. 郭锦辉. 辽宁教育研究. 2008(08)
[3]增强学生词块意识 提高学生写作能力[J]. 陈伟平. 外语界. 2008(03)
[4]词块与外语学习者语言输出质量关系的实证研究[J]. 周超英. 湖南第一师范学报. 2008(02)
[5]背诵对英语语块习得的影响[J]. 赵继政. 外语教学理论与实践. 2008(02)
[6]从词块法视角探究大学英语口语教学中的语言输入[J]. 史逢阳. 天津工程师范学院学报. 2007(03)
[7]背诵式语言输入对中国学生二语写作能力发展的有效性研究[J]. 邓鹂鸣,王香云. 外语教学. 2007(04)
[8]词块与大学英语精读课的写作教学[J]. 王梅. 襄樊学院学报. 2007(06)
[9]英语写作教学现状调查与分析[J]. 蔡慧萍,方琰. 外语与外语教学. 2006(09)
[10]词块在外贸英语写作教学中的优势及产出性训练法[J]. 李太志. 外语界. 2006(01)
本文编号：3308096
【文章来源】：山西师范大学山西省
【文章页数】：65 页
【学位级别】：硕士
【文章目录】：
Abstract in English
Abstract in Chinese
1. Introduction
1.1 Purpose and significance of the research
1.2 Organization of the research
2. Literature Review
2.1 Definition of lexical chunk
2.2 Classification of lexical chunk
2.2.1 Classification of Michael Lewis
2.2.2 Classification of Nattinger & De Carrico
2.3 Functions of lexical chunk in SLA
2.4 Empirical study on lexical chunk and writing abroad and at home
2.4.1 Empirical study on lexical chunk abroad
2.4.2 Empirical study on lexical chunk at home
2.4.3 Empirical study on lexical chunk and writing
2.5 Recitation input of lexical chunk
3. Research Design
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.4 Instructional implementation in experimental class
3.4.1 Recitation of lexical chunks in everyday teaching
3.4.2 Training on the application of writing with lexical chunks
3.4.3 A teaching sample of writing class
4. Data Analysis and Discussion
4.1 Analysis and discussion of the writing scores
4.1.1 Results of pre-test and post-test in CC
4.1.2 Results of pre-test and post-test in EC
4.1.3 Result analysis of writing scores of post-test in EC and CC
4.2 Analysis and discussion of the lexical chunks
4.2.1 Result analysis of the number of lexical chunks
4.2.2 Result analysis and discussion of types of lexical chunks
4.3 Analysis and discussion of scores between experimental class and control class inpost-test
4.3.1 Correlation analysis of the accuracy of lexical chunks used and the scores ofmultiple choices
4.3.2 Correlation analysis of the accuracy of lexical chunks used and the scores ofcloze
4.3.3 Correlation analysis of the accuracy of lexical chunks used and the scores offilling blanks
5. Conclusion
5.1 Major findings
5.2 The revelation of experiment and teaching suggestion
5.3 Research limitations
Bibliography
Appendix A
Appendix B
Acknowledgements
Publications
【参考文献】：
期刊论文
[1]词块的界定、分类与识别[J]. 马广惠. 解放军外国语学院学报. 2011(01)
[2]“预制语块”在大学英语“过程写作法”教学中的应用[J]. 郭锦辉. 辽宁教育研究. 2008(08)
[3]增强学生词块意识 提高学生写作能力[J]. 陈伟平. 外语界. 2008(03)
[4]词块与外语学习者语言输出质量关系的实证研究[J]. 周超英. 湖南第一师范学报. 2008(02)
[5]背诵对英语语块习得的影响[J]. 赵继政. 外语教学理论与实践. 2008(02)
[6]从词块法视角探究大学英语口语教学中的语言输入[J]. 史逢阳. 天津工程师范学院学报. 2007(03)
[7]背诵式语言输入对中国学生二语写作能力发展的有效性研究[J]. 邓鹂鸣,王香云. 外语教学. 2007(04)
[8]词块与大学英语精读课的写作教学[J]. 王梅. 襄樊学院学报. 2007(06)
[9]英语写作教学现状调查与分析[J]. 蔡慧萍,方琰. 外语与外语教学. 2006(09)
[10]词块在外贸英语写作教学中的优势及产出性训练法[J]. 李太志. 外语界. 2006(01)
本文编号：3308096
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