“频次”对高中一年级学生读后写作任务中英语词块附带习得的影响

发布时间：2023-03-07 14:58

　　因语言先天论的广泛推崇及行为主义观点在语言界受到的质疑,在过去的几十年里,“频次”在语言习得研究中得到的重视程度不高。然而,随着计算机科学的发展及语料库语言学的兴起,“频次”再次引起了语言学家们的重视。众多研究结果表明,语言频次对于语言习得有关键性作用。除此之外,在交际为目的的语言学习中,学习体验促进语言的建构过程,而在语言知识建构中,“频次”又起着重要的作用。对于本文研究对象来说,要想达到熟练流畅的英语表达能力,主要的困难是欠缺真实的英语输入和目标语语境,而在人们日常交流中词块占很大比重。因此,词块习得对发展英语能力具有重要意义,能够帮助学习者用更地道的语言表达自己。本研究旨在探索高一英语学习者在语言学习中,“频次”与“词块习得”之间的关系。经过实验,研究者试图解释以下研究问题:(1)高一年级学生和高中英语教师对于英语课堂中的“频次效应”和“词块习得”持以何种观点?(2)在高一英语教学中,什么样的基于“频次”的词块教学模式是可操作的?(3)“频次”是如何影响读后写作任务中的“词块习得”的?实验工具包含四种,即学生问卷、教师问卷、读后写作任务和有声思维实验。首先,学生问卷和教师问卷用于...

【文章页数】：81 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Aims and Significance of the Study
    1.3 Research Questions
    1.4 Layout of the Present Study
Chapter Two Literature Review
    2.1 Definition and Classification of Lexical Chunks and Frequency
        2.1.1 Definition and Classification of Lexical Chunks
        2.1.2 Definition of Frequency
    2.2 Related Theories about Frequency and Chunk
    2.3 Research on Frequency and Chunk Acquisition
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Reading and Writing Materials
        3.3.3 Target Chunks
            3.3.3.1 Choosing Frequency Type
            3.3.3.2 Selecting Target Chunks
        3.3.4 Reading-to-write Tasks
            3.3.4.1 An Example of Reading-to-write Task Organization
            3.3.4.2 The Design of Reading-to-write Tasks
        3.3.5 Think-aloud Experiment
    3.4 Research Procedure
    3.5 Data Collection
Chapter Four Results and Discussion
    4.1 Results and Discussion of Students’ Questionnaire Investigation
    4.2 Results and Discussion of Teachers’ Questionnaire Investigation
    4.3 Results and Discussion of the Use of Chunks
        4.3.1 Comparison of Chunk Quantity
        4.3.2 Comparison of Chunk Quality
        4.3.3 Comparison of Subjects’ Performance in Chunk Use
            4.3.3.1 Round One (letter of application)
            4.3.3.2 Round Two (argumentation)
            4.3.3.3 Round Three (introduction of events)
            4.3.3.4 Round Four (speeches)
            4.3.3.5 Round Five (letter of suggestions)
    4.4 Results and Discussion of Think-aloud Experiment
        4.4.1 High-chunk-achievers
        4.4.2 Low-chunk-achievers
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Suggestions for Future Study
References
Appendices
    Appendix Ⅰ Questionnaire for Students
    Appendix Ⅱ Questionnaire for Teachers
    Appendix Ⅲ Brief Introduction of Conducing the Teaching Procedure
    Appendix Ⅳ Sample of a Task-pretest
    Appendix Ⅴ Sample of Writing Tasks as “Type Frequency”
    Appendix Ⅵ NMET Scoring Rubrics (the Scoring Criteria in the Research)
    Appendix Ⅶ Sample of Data from Experiment (Partial Sample)
    Appendix Ⅷ Quantity of Chunk Acquisition between EC and CC
Publication
Acknowledgements



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