任务驱动下的语块教学在大学英语写作上的实证研究

发布时间：2018-10-11 12:25

【摘要】：随着英语写作日渐成为口语交际中最重要的技能之一,大学生开始逐渐重视英语写作能力的提高。然而,大学生的英语写作教学面临着诸多困难,例如,学生们缺乏对英语写作的兴趣以及没有成效的教学方法。这一现状导致了英语写作教学未能达到教学大纲的要求,未能完成教学大纲设计的教学目标。随着语块法和任务教学法的引入,越来越多的研究者关注着英语写作能力的提高。然而,对任务驱动下的语块教学法却缺少大量研究。本研究设计了两个研究问题。第一个是任务驱动下的语块教学法对受试者的英语写作有什么影响?第二个是任务驱动下的语块教学法对受试者的感知有什么影响?为了回答这两个问题,进行了为期16周的实证研究。研究对象为60名来自辽宁某大学非英语专业的大二的两个平行班的学生。本研究采用测试和调查问卷的方式收集数据。首先,实验前两个班级的学生成绩并无明显差异。其次,在实验班教师进行干预后,两个班级的学生成绩有显著差异。最后,对实验班进行调查问卷分析。本研究的主要发现有两点。第一,后测中的研究结果表明任务驱动下的语块教学法能提高学生的英语写作成绩。第二,大多数的受试者对任务驱动教学法有积极的学习态度,进而培养了受试者对英语写作的学习兴趣。本研究对今后大学英语写作教学有一定的启示。
[Abstract]:With English writing becoming one of the most important skills in oral communication, college students begin to pay more attention to the improvement of English writing ability. However, there are many difficulties in the teaching of English writing for college students. For example, students lack interest in English writing and have no effective teaching methods. This situation leads to the failure of English writing teaching to meet the requirements of the syllabus and to achieve the teaching objectives of the syllabus design. With the introduction of chunk approach and task-based approach, more and more researchers pay attention to the improvement of English writing ability. However, there is a lack of research on the task-driven approach to lexical chunks. This study designed two research questions. The first is the impact of task-driven chunk teaching on the subjects' English writing. The second is the impact of task-driven chunk teaching on the subjects' perception. In order to answer these two questions, a 16-week empirical study was conducted. The subjects of the study were 60 students from two parallel classes of non-English major in Liaoning University. In this study, data were collected by means of test and questionnaire. First of all, there is no significant difference between the two classes before the experiment. Secondly, after the intervention of the teachers in the experimental class, there were significant differences between the two classes. Finally, the experimental class questionnaire analysis. There are two main findings in this study. First, the post-test results show that task-driven chunk teaching can improve students' English writing scores. Secondly, most of the subjects have a positive learning attitude towards TDM, and thus cultivate their interest in English writing. This study has some implications for the teaching of college English writing in the future.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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