基于主题的语块输入对高中生英语写作影响的行动研究

发布时间：2018-06-20 07:56

本文选题：主题教学 + 语块输入　；参考：《广州大学》2017年硕士论文

【摘要】：写作在英语学习中占有很重要的地位,它不仅是提高高中生英语语言技能必不可少的部分,同时也是衡量高中生英语综合能力的重要途径。然而英语写作对中国学生来说一直都是难点。许多学生经过多年的英语学习,写作能力仍然处于较低水平。词汇量匮乏、句型单一、缺乏连贯性、中式英语等问题大量存在于目前高中生的英语写作中。因此,如何提高高中生的英语写作水平一直备受关注。近年来,语块作为真实交际中以高频率出现的大于单词的语言现象,引起各国英语教学研究者的关注。研究表明,80%的语言表达都是由那些介于单词与句子之间的固定、半固定的语块结构组成的。它们可以作为整体被储存在学习者的记忆中,在使用时能够被直接提取,无需经过语法的生成和分析。作为集语法、语义和语境于一身的语言单位,语块是语言输入、强化、储存和输出的最佳模式,对于帮助学生提高语言输入与输出发挥着重要作用。笔者认为语块在英语写作教学中有着广阔的运用前景。另外,高中英语教材是以单元主题为主要框架体系来编排的,每个单元主题下含有大量与主题相关的语块。有研究表明,主题教学可以优化语言的输入,帮助学习者增加语言输入量。笔者认为,以主题为基础来输入相关语块,可以使学生的记忆更有效,也可以帮助学生在写作时,特别是写作考试时间紧迫的情况下能更快速地回想与写作主题相关的语块。因此,笔者将单元主题教学与语块输入教学相结合,形成一种新的教学模式,即基于主题的语块输入教学。从2016年9月到12月,笔者开展了此次行动研究来探索基于主题的语块输入对高中生英语写作的影响。本研究期望能回答以下研究问题:(1)基于主题的语块输入能否帮助提高高中生的英语写作成绩?(2)基于主题的语块输入对高中生英语写作中词块的运用有什么影响?在该行动研究中,参与者为广州大学附属东江中学高二年级11班的40名学生。该研究共持续了16周,并运用了量化和质化相结合的方法。研究开始之初,笔者先对学生进行了一周语块知识的训练,目的是培养学生识别语块的意识。第一轮行动持续6周,在此期间,笔者通过对期中英语写作测试、访谈、课堂观察、教师日志进行分析,对自己的教学进行反思并修正计划为第二轮行动做准备。基于修正的计划,笔者展开第二轮为期9周的研究。为了回答与讨论研究问题,笔者对前后两轮行动收集的定性和定量的数据进行了分析。通过对写作测试、访谈、课堂观察、教师日志的分析与讨论,我们可以得出,基于主题的语块输入能够帮助提高学生的英语写作成绩;再者,基于主题的语块输入能够从语块数量、准确性和丰富性三个方面加强学生在英语写作中对语块的运用。此次行动研究有利于进一步拓展语块在英语写作教学中的运用,为英语教师改进写作教学提供了参考。
[Abstract]:Writing plays an important role in English learning. It is not only an indispensable part of improving senior high school students' English language skills, but also an important way to measure high school students' English comprehensive ability. However, English writing has always been difficult for Chinese students. Many students have been learning English for many years, but their writing ability is still at a low level. Lack of vocabulary, single sentence structure, lack of coherence, Chinglish and other problems exist in the current English writing of senior high school students. Therefore, how to improve the English writing level of high school students has been concerned. In recent years, chunks have attracted the attention of English teaching researchers all over the world. Research shows that 80% of language expressions are composed of fixed, semi-fixed chunks between words and sentences. They can be stored as a whole in learners' memory and can be extracted directly without grammar generation and analysis. As a language unit of grammar, semantics and context, chunks are the best mode of language input, reinforcement, storage and output, and play an important role in helping students improve their language input and output. The author thinks that chunks have a bright future in the teaching of English writing. In addition, high school English textbooks are organized with unit themes as the main frame system, each unit subject contains a large number of thematic related chunks. Some studies have shown that topic teaching can optimize language input and help learners increase language input. The author believes that the input of relevant chunks on the basis of themes can make students' memory more effective, and it can also help students to recall the chunks related to the writing themes more quickly when writing, especially when the writing test time is short. Therefore, the author combines the unit subject teaching with the chunk input teaching to form a new teaching model, that is, the subject based chunk input teaching. From September to December 2016, the author conducted an action study to explore the impact of thematic chunks input on senior high school students' English writing. This study is expected to answer the following research question: 1) whether theme-based chunks can help improve senior high school students' English writing scores? (2) how does theme-based chunks affect the use of lexical chunks in senior high school students' English writing? In the action study, 40 students were enrolled in Class 11, Grade 11, Dongjiang Middle School affiliated to Guangzhou University. The study lasted 16 weeks and used a combination of quantitative and qualitative methods. At the beginning of the study, the author first trained the students on the knowledge of chunks for a week, in order to cultivate the students' awareness of identifying chunks. The first round of action lasted for 6 weeks. During this period, the author analyzed the mid-term English writing test, interviews, classroom observation, and teacher log to reflect on his teaching and revise the plan to prepare for the second round of action. Based on the revised plan, the second round of 9-week study was carried out. In order to answer and discuss the research questions, the author analyzes the qualitative and quantitative data collected from the two rounds of action. Through the analysis and discussion of writing tests, interviews, classroom observations and teacher logs, we can conclude that theme-based chunks can help students improve their English writing scores. Thematic chunks input can enhance students' use of chunks in English writing from three aspects: number, accuracy and richness. This action study is helpful to further expand the use of chunks in English writing teaching, and provides a reference for English teachers to improve their writing teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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