词块教学法在高中英语听力教学中的应用

发布时间：2018-03-17 10:28

本文选题：英语听力教学　切入点：词块教学　出处：《云南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：近些年,听力教学在高中英语教学中越来越受到重视。Krashen(1981)曾指出,听是促进语言学习的关键因素。Richard(1992)则认为,在教会话之前,应拿出一段时间训练听力.....如果学生的理解能力能够得以充分提升,表达能力就会自然随之而来。我们知道,听力是重要的可理解输入渠道并且语言习得就是通过听力而实现的。因此,在外语教学中应当重视听力教学、提高听力教学效果。自从词块理论被提出以来,吸引了越来越多的研究者。Lewis(1993)认为,词块是英语学习的重点。王宗炎(2000)认为,外语学习的关键部分在于尽可能多地掌握常见词语、常见句型以及常见的词语搭配和习语等。不可否认,听能在很大程度上依赖于学习者的词汇量。本研究以某高中两个自然班(一个为实验班,另一个为控制板)的139位学生为研究对象,采用测试、问卷、访谈等方式,试图探究词块理论在高中英语听力教学中的可行性与有效性。本文具体旨在回答以下问题。1)词块教学是否能提升学生的英语听力成绩?如果是,哪个层次的学生进步最大?2)在听力教学中,词块训练能否增强学生的词块意识?通过对收集的数据进行定性与定量分析,研究结果显示:1)通过词块教学,实验班学生的听力成绩均取得较为明显的进步。三个层次学生听力成绩也都得到不同程度的提高,而中间层次的学生听力成绩提高最为明显。2)听力词块训练可以增强学生的词块意识,激发学生词块学习热情。这说明词块教学对于听力教学有一定的积极作用。
[Abstract]:In recent years, listening teaching has attracted more and more attention in senior high school English teaching. Krashenn (1981) has pointed out that listening is a key factor in promoting language learning. There should be a period of time to train listening... If the students' ability to understand can be fully improved, the ability to express will naturally follow. We know that, Listening is an important and comprehensible input channel and language acquisition is realized through listening. Therefore, in foreign language teaching, we should pay attention to listening teaching and improve the effect of listening teaching. A growing number of researchers. Lewis 1993) believe that lexical chunks are the focus of English learning. Wang Zongyan 2000 believes that the key to foreign language learning is to master as many common words as possible. Common sentence patterns, common collocations and idioms, etc. It is undeniable that listening ability depends to a large extent on the learners' vocabulary. In this study, there are two natural classes in a high school, one of which is the experimental class. Another 139 students from the control board were investigated by means of tests, questionnaires, interviews, etc. This paper attempts to explore the feasibility and effectiveness of lexical chunks theory in high school English listening teaching. The purpose of this paper is to answer the following question: 1) can lexical chunks teaching improve students' English listening performance? If so, which level of students makes the most progress? 2) in the listening teaching, can the lexical chunks training enhance the students' lexical chunks consciousness? Through qualitative and quantitative analysis of the collected data, the results show that: 1) through lexical chunks teaching, the students in the experimental class have made significant progress in listening comprehension, and the listening scores of the students at all three levels have also been improved to varying degrees. The middle level students' listening scores are improved most obviously. 2) listening lexical chunks training can enhance students' lexical chunks awareness and stimulate students' enthusiasm for lexical chunks learning, which shows that lexical chunks teaching plays a positive role in listening teaching.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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