词块教学法对于提高我国高中艺术生英语写作水平的应用研究

发布时间：2018-01-06 12:10

本文关键词：词块教学法对于提高我国高中艺术生英语写作水平的应用研究　出处：《辽宁师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：英语写作是我国高中英语学习者必须掌握的一项基础语言技能,在高中英语教学中的地位越来越重要。它不仅可以检验英语学习者的语言水平,而且也是提高学生运用英语思维和表达能力的重要手段。虽然新课程标准已实施多年,但是许多英语教师仍然在沿用着传统的教学方法,课堂上仅仅讲授语法知识点,结果使学生失去了对英语,特别是英语写作的兴趣。近年来,随着社会文化与经济的迅速发展,我国普通高中的艺术生招生比率不断提升。但是,大部分艺术生的英语基础相当薄弱,其英语写作能力更是令人堪忧,极大地影响了高中英语的整体教学水平。众所周知,英语写作离不开词汇,学生掌握词汇的数量和质量直接影响到他们的写作水平。国内外的相关研究成果证明,将词块教学应用到英语教学中,可以大大提高学生的词汇学习效率和语言输出能力。因为词块是语法、语义和语境的结合体,形式较为固定,可以作为整体学习并储存在记忆中,在写作中可以直接提取并应用。不仅如此,学生掌握一定数量的词块,能够帮助提高英语写作的流畅性与准确性,从而提高学生的英语写作能力。因此,本研究将词块教学法应用于英语写作中,旨在探究词块学习对于高中艺术生英语写作水平的影响与促进作用。作者采用前测、后测、问卷与访谈等研究手段和方法,以营口市熊岳高级中学高一艺术班80名学生为研究对象,开展为期3个月的实验研究。作者将实验对象分为实验班和控制班,实验班的英语写作采用词块教学法,而控制班主要以传统教学方法为主,不过多强调词块的应用。在该实验中,作者以单元课文为基础,引导学生辨认、掌握和积累词块。具体的教学手段包括:通过预设的写作练习应用词块,根据学生间和师生间的讨论与评价修改词块,再通过背诵范文巩固词块,用词块将语言的“输入”和“输出”连接起来,等等。在收集整理实验结果的基础上,作者分析了前测和后测成绩、写作中的词块使用数量、实验班调查问卷和访谈等信息,并做出相应的讨论。结果发现,实验班的后测成绩和词块使用数量有明显的提高,语言的准确性和流畅性也有很大进步,而控制班的英语写作成绩与前测没有显著差别,学生在英语写作中表达的准确性和流畅性进步不大。实验结果表明,词块教学法在我国高中英语教学中是可行的,如果应用恰当的话,能够促进高中艺术生英语写作水平的提高。本实验虽然存在着一定的局限,但是希望能够对高中艺术生英语写作教学提供有价值的启发和借鉴。
[Abstract]:English writing is a basic language skill that Chinese senior high school English learners must master. It plays a more and more important role in senior high school English teaching. It can not only test the language proficiency of English learners. Although the new curriculum standards have been implemented for many years, many English teachers are still using the traditional teaching methods. In recent years, with the rapid development of social culture and economy, students have lost their interest in English, especially in English writing. The enrollment rate of art students in Chinese ordinary high schools is increasing. However, most art students have a rather weak English foundation, and their English writing ability is even more worrisome. It has greatly affected the overall teaching level of senior high school English. As we all know, English writing is inseparable from vocabulary. The quantity and quality of vocabulary mastery have a direct impact on the students' writing level. Relevant research results at home and abroad prove that lexical chunks teaching is applied to English teaching. Because lexical chunks are a combination of grammar, semantics and context, they can be studied as a whole and stored in memory. Moreover, students can master a certain number of lexical chunks, which can help to improve the fluency and accuracy of English writing and thus improve students' English writing ability. The purpose of this study is to explore the influence and promotion of lexical chunk learning on senior high school art students' English writing proficiency. The author adopts pre-test and post-test. Questionnaire and interview and other research means and methods, taking 80 students of art class of Xiong Yue high school in Yingkou city as the research object, the author carried out an experimental study for three months. The experimental subjects were divided into experimental class and control class. In the experimental class, lexical chunks are used in English writing, while in the control class, the traditional teaching method is the main method, and the application of lexical chunks is not emphasized. In this experiment, the author guides the students to identify the students on the basis of unit texts. Master and accumulate lexical chunks. Specific teaching methods include: practice the application of lexical chunks through preset writing, modify the lexical chunks according to the discussion and evaluation between students and teachers, and then consolidate the lexical chunks by reciting model texts. Lexical chunks link the input and output of the language, etc. On the basis of collecting and arranging the experimental results, the author analyzes the scores of pre-test and post-test, and the number of lexical chunks used in writing. The results show that the post-test scores and the number of lexical chunks in the experimental class have been significantly improved, and the accuracy and fluency of the language have also been greatly improved. However, there is no significant difference between the control class and the pre-test. The accuracy and fluency of the students in English writing are not much improved. The experimental results show that there is no significant difference between the control class and the pre-test. Lexical chunk teaching is feasible in senior high school English teaching in China. If it is applied properly, it can promote the improvement of English writing level of art students in senior high school. Although there are some limitations in this experiment. But I hope it can provide valuable inspiration and reference for senior high school art students in English writing teaching.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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