英语专业学生对语块的识别能力和阅读能力的相关性研究

发布时间：2018-05-06 11:47

本文选题：语块 + 语感　；参考：《长江大学》2017年硕士论文

【摘要】：在二语习得过程中,阅读是获取知识的一种极其重要的学习方式。阅读能力也是英语教学的一个重要组成部分。在教学过程中,学生的阅读能力普遍比较薄弱,一方面是大多数学生将学习重点放在词汇和语法上,另一方面学生也缺乏一定的阅读技巧。语块同时具备词汇和语法的特征,学习者不需要通过语法规则生成或分析就能将其整体储存和提取。语块可以帮助加速语言的处理过程,帮助学习者的语篇理解能力,从而提高他们的英语水平。因此,语块对英语教学和学习发挥着重大意义。近些年来,有关语块的研究越来越得到语言学界的重视。越来越多的学者以及教学工作者开始从不同角度研究语块,并且已取得了较为丰硕的研究成果。当前国内关于语块的研究主要集中在语块与写作,语块和口语的方面,但在语块和阅读之间的相关性研究还可以进行进一步的研究。语感是一个模糊的概念,是一种感觉,也是一种感知。它是客观世界在人脑中的直接反应。英语语感是人们对英语语言的感知能力。语感在教学领域的运用也一直是学者们所关注的问题,在本研究里会将语感着眼于语块这一语言现象,学习者对语块具备一定的感知能力(即语感)进而才能对语块具备识别能力,接着再和阅读联系在一起来探讨学习者对语块的识别能力和阅读理解能力之间是否存在相关性来探寻和分析原因。通过本实验,本文旨在回答三个问题:(1)学习者在阅读中是否对语块具备识别能力,哪些类型的语块会比较容易被识别?(2)学习者对语块的识别能力和阅读能力是否存在相关性?本文的研究对象是长江大学英语专业一年级两个平行班的学生。本项研究涉及三项任务,第一个任务是参与者首先做一个语块识别的测试,他们需要根据自己的感知能力,划分出语言点。研究者再对划分出来的语言点进行分类,统计出来这些受试者识别出的语块种类以及数量,对结果进行分析。第二个任务是完成语块识别测试之后,再完成两篇同等难度的阅读理解试题,一篇按正常语块的形式排列,另一篇按非正常语块排列(语块打乱),统计出两个班的完成情况。第三项任务是随机选取部分学生进行访谈,弄清他们做划分语块的心理过程以及原因。通过实验,得出如下结论:(1)学习者在阅读过程中会感知并识别到语块,主要识别出聚合词以及搭配词;(2)学习者对语块的感知能力和阅读能力强相关,即识别的语块越多,阅读能力更好。本文一共由五章构成,其中第一章主要介绍研究背景,研究意义,研究目的以及整个论文的结构。第二章主要介绍语块和语感以及语块识别和阅读在国内外的研究综述,其中包括一些基本的概念,比如对语感和语块的定义,语感的特点以及语块的分类。同时本章还涉及描述语感和语块的定义特征和功能以及阅读的定义。第三章介绍实验中的研究问题,研究对象,研究工具以及研究步骤。并详细描述了怎么收集数据以及分析数据。第四章详细分析实验中收集的数据,并针对提出的研究问题进行讨论。第五章总结本次研究的主要成果,提出一些对教学的启示,指出本次研究的不足之处并对今后的研究提出了一些建议。
[Abstract]:In the process of two language acquisition, reading is an extremely important learning way to acquire knowledge. Reading ability is also an important part of English teaching. In the course of teaching, students' reading ability is generally weak. On the one hand, most students focus on vocabulary and grammar, on the other hand, students lack one. Set of reading skills. Lexical and grammatical features are also characterized by chunks. Learners do not have to store and extract the whole by grammatical rules. Chunks can help to accelerate the process of language processing, help learners to understand their language and improve their English level. Therefore, chunks are teaching and learning English. In recent years, the study of lexical chunks has become more and more important in the linguistic field. More and more scholars and educators have begun to study chunks from different angles and have obtained more fruitful research results. The current domestic research on chunks mainly focuses on block and writing, block and spoken language. On the other hand, the study of the relevance between block and reading can be further studied. The sense of language is a vague concept, a feeling and a perception. It is the direct reaction of the objective world in the human brain. The sense of language is the perception of the English language. The use of the language sense in the field of teaching has also been learned. In this study, we will focus on the language phenomenon in this study, and the learners have a certain sense of perception (sense of language) to the block in order to have the ability to recognize the block. Then, we can then connect with reading to explore whether there is a phase between the learner's ability to recognize the block and the ability to read and understand. The purpose of this study is to explore and analyze the reasons. Through this experiment, this paper aims to answer three questions: (1) whether the learners have the ability to recognize the chunks in reading, and what types of chunks are easier to be identified? (2) does the learner have a relevance to the recognition and reading ability of the language? The object of this study is the English of Yangtze University. Students of two parallel classes in first grade. This study involves three tasks. The first task is that participants first do a test of block recognition. They need to divide the language points according to their own perception. The second task is to complete the test of the block recognition. After the completion of the block identification test, two more difficult reading comprehension tests are completed. One is arranged in the form of the normal language block, the other is arranged by the irregular block (block of language), and the completion of the two classes is counted. The third task is to select some students randomly. The following conclusions are obtained: (1) the learners perceive and identify the chunks in the reading process, mainly identifying the aggregate words and collocational words; (2) the learners have a strong correlation with the reading ability of the chunks and the reading ability, that is, the more blocks and the reading ability is better, the better reading ability is better. This article consists of five chapters. The first chapter mainly introduces the research background, the significance, the purpose and the structure of the whole paper. The second chapter mainly introduces the discourse and language sense, and the research summarization of the block recognition and reading at home and abroad, including some basic concepts, such as the definition of language sense and block, and the characteristics of the sense of language. At the same time, this chapter also involves the description of the sense of language and the definition and function of the block and the definition of reading. The third chapter introduces the research issues in the experiment, the research object, the research tools and the research steps. And the detailed description of how to collect data and analyze the data is described in detail. In the fourth chapter, the data collected in the experiment are analyzed in detail, and the needles are analyzed in detail. The fifth chapter summarizes the main achievements of this study, puts forward some enlightenment to the teaching, points out the shortcomings of this study and puts forward some suggestions for the future research.

【学位授予单位】：长江大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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