词块教学法在小学英语教学中的应用研究
发布时间：2018-10-14 11:26
【摘要】：词块教学法作为词汇教学的一种手段,已经越来越多的应用到外语教学的课堂当中。不同于其他教学方法,词块教学法更加注重词块或者词组的整体结构而不仅仅关注单个词汇记忆。本文旨在探究词块教学法在小学英语教学中的应用情况,该调查研究主要探讨以下两个问题:1)词块教学法在小学英语教学的使用现状如何?2)词块教学法对于小学生英语学习的影响如何?本研究通过定量和定性研究,以调查问卷、课堂观察以及对实验班和对照班的前测和后测作为研究工具。笔者根据Lewis提出的词块教学法的原则以及借鉴连海燕的高中英语教师词块意识调查问卷,以三所小学中的30名三至六年级英语教师为调查对象,自行设计了调查问卷来解决第一个研究问题,其内容涵盖语言内容、语言技能、教学原则、教学手段以及语法纠错五个方面,目的是为了调查词块教学法在小学英语教师中的应用水平。课堂观察的对象来自调查问卷中词块教学法中等应用程度的两名教师(教师A和教师B)。通过对六(1)班和六(2)班两节词块教学法的英语课堂观察,笔者进一步探究了词块教学法在小学英语课堂应用中出现的问题。对于第二个研究问题,笔者通过将六(2)作为实验班,六(3)作为对照班,实验班运用词块教学法授课,通过词块辨认、探索和强化三个方面开展教学。控制班则运用传统的词汇教学,前测的工具为学生期中考试试卷,在12周的实验后用SPSS.22对期末考试试卷的数据结果进行统计分析。实验班和对照班每班人数均为32人。通过对数据的分析,主要有以下发现:第一,大部分的小学英语教师对词块教学法持肯定的态度且将词块教学法应用到实际教学中,然而部分教师对词块教学具体的方法以及语法纠错方法认识错误且在实际应用中存在不足。且教师在将词块教学法应用到实际教学中时存在忽视词块间的搭配关系、教学过程,学生的交际能力,词块的探索,情境或上下文语境的现象。对于词块资源的拓展意识不强。第二,通过对比实验组和对照组的期中和期末总成绩,从数据上看,词块教学对于提高小学生英语综合能力的效果并不突出。但实验组的平均成绩略高于对照组有向好的趋势。由于词块教学法实验时间限制,笔者相信词块教学法若能坚持下去,实验组的综合成绩定会得到提高。本研究有如下启示:小学英语教师要大力培养学生的词块自学意识,重视学生的自主研习能力;同时教师要加强词块教学法的理论学习、参加技能培训,要进一步提高教师关于词块教学的能力,提高教师的理论修养和授课水平,探索积极有效的词块教学新方法。
[Abstract]:As a means of vocabulary teaching, lexical chunks have been applied more and more in foreign language teaching. Different from other teaching methods, lexical chunks pay more attention to the whole structure of lexical chunks or phrases than to individual lexical memory. The purpose of this paper is to explore the application of lexical chunks in primary English teaching. This research mainly discusses the following two questions: 1) what is the current situation of the use of lexical chunks in primary school English teaching? 2) what is the effect of lexical chunks on primary school students' English learning? Through quantitative and qualitative research, this study uses questionnaire, classroom observation and pre-test and post-test of experimental class and control class as research tools. According to the principles of lexical chunks proposed by Lewis and the questionnaire of lexical chunks consciousness of English teachers in senior high school, the author takes 30 English teachers of grades 3 to 6 in three primary schools as the subjects. We designed the questionnaire to solve the first research problem, which covers five aspects: language content, language skills, teaching principles, teaching methods and grammar correction. The purpose is to investigate the application of lexical chunks in primary school English teachers. The objects of classroom observation come from two teachers (teacher A and teacher B).) who have applied lexical chunks in the questionnaire. By observing the lexical chunks teaching in six (1) and six (2) classes, the author further explores the problems in the application of lexical chunks in primary English classes. For the second question, the author takes six (2) as the experimental class, six (3) as the control class, the experimental class uses the lexical chunks teaching method, and carries out the teaching through the lexical chunks identification, exploration and reinforcement. The control class uses the traditional vocabulary teaching. The pre-test tool is the students' midterm examination paper. After 12 weeks' experiment, SPSS.22 is used to analyze the data of the final examination paper. There were 32 students in each class of experimental class and control class. Through the analysis of the data, the main findings are as follows: first, the majority of primary school English teachers have a positive attitude towards lexical chunks and apply the lexical chunks to practical teaching. However, some teachers know wrong about the concrete methods of lexical chunks teaching and the methods of correcting errors in grammar, and there are some shortcomings in practical application. Teachers ignore the collocation relationship between lexical chunks, the teaching process, students' communicative competence, the exploration of lexical chunks, and the situation or context when applying lexical chunks to practical teaching. The sense of expansion of lexical chunks is not strong. Secondly, by comparing the midterm and final results of the experimental group and the control group, from the data point of view, the effect of lexical chunks teaching on improving pupils' English comprehensive ability is not outstanding. But the average score of the experimental group was slightly higher than that of the control group. Due to the limitation of experimental time, the author believes that if the teaching method of lexical chunks can be persisted, the comprehensive achievement of the experimental group will be improved. The findings of this study are as follows: primary school English teachers should make great efforts to cultivate students' self-learning consciousness of lexical chunks, attach importance to students' self-study ability, and teachers should strengthen the theoretical study of lexical chunks teaching method and participate in skills training. It is necessary to further improve teachers' ability to teach lexical chunks, improve teachers' theoretical accomplishment and teaching level, and explore positive and effective new methods of lexical chunks teaching.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31
本文编号：2270319
[Abstract]:As a means of vocabulary teaching, lexical chunks have been applied more and more in foreign language teaching. Different from other teaching methods, lexical chunks pay more attention to the whole structure of lexical chunks or phrases than to individual lexical memory. The purpose of this paper is to explore the application of lexical chunks in primary English teaching. This research mainly discusses the following two questions: 1) what is the current situation of the use of lexical chunks in primary school English teaching? 2) what is the effect of lexical chunks on primary school students' English learning? Through quantitative and qualitative research, this study uses questionnaire, classroom observation and pre-test and post-test of experimental class and control class as research tools. According to the principles of lexical chunks proposed by Lewis and the questionnaire of lexical chunks consciousness of English teachers in senior high school, the author takes 30 English teachers of grades 3 to 6 in three primary schools as the subjects. We designed the questionnaire to solve the first research problem, which covers five aspects: language content, language skills, teaching principles, teaching methods and grammar correction. The purpose is to investigate the application of lexical chunks in primary school English teachers. The objects of classroom observation come from two teachers (teacher A and teacher B).) who have applied lexical chunks in the questionnaire. By observing the lexical chunks teaching in six (1) and six (2) classes, the author further explores the problems in the application of lexical chunks in primary English classes. For the second question, the author takes six (2) as the experimental class, six (3) as the control class, the experimental class uses the lexical chunks teaching method, and carries out the teaching through the lexical chunks identification, exploration and reinforcement. The control class uses the traditional vocabulary teaching. The pre-test tool is the students' midterm examination paper. After 12 weeks' experiment, SPSS.22 is used to analyze the data of the final examination paper. There were 32 students in each class of experimental class and control class. Through the analysis of the data, the main findings are as follows: first, the majority of primary school English teachers have a positive attitude towards lexical chunks and apply the lexical chunks to practical teaching. However, some teachers know wrong about the concrete methods of lexical chunks teaching and the methods of correcting errors in grammar, and there are some shortcomings in practical application. Teachers ignore the collocation relationship between lexical chunks, the teaching process, students' communicative competence, the exploration of lexical chunks, and the situation or context when applying lexical chunks to practical teaching. The sense of expansion of lexical chunks is not strong. Secondly, by comparing the midterm and final results of the experimental group and the control group, from the data point of view, the effect of lexical chunks teaching on improving pupils' English comprehensive ability is not outstanding. But the average score of the experimental group was slightly higher than that of the control group. Due to the limitation of experimental time, the author believes that if the teaching method of lexical chunks can be persisted, the comprehensive achievement of the experimental group will be improved. The findings of this study are as follows: primary school English teachers should make great efforts to cultivate students' self-learning consciousness of lexical chunks, attach importance to students' self-study ability, and teachers should strengthen the theoretical study of lexical chunks teaching method and participate in skills training. It is necessary to further improve teachers' ability to teach lexical chunks, improve teachers' theoretical accomplishment and teaching level, and explore positive and effective new methods of lexical chunks teaching.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31
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