可理解性输入假说视阈下初中英语词块教学研究

发布时间：2018-01-04 06:15

本文关键词：可理解性输入假说视阈下初中英语词块教学研究　出处：《吉林大学》2017年硕士论文　论文类型：学位论文

【摘要】：初中英语学习的重点是词汇,而词块输入是学习词汇的一种有效方法。因此本论文探讨词块输入在初中英语教学中的应用,以及词块教学法对初中生的英语综合能力的影响。词块是以一个整体的形式储存在人的大脑中,也是处理语言的最理想单位,它们是有意义的语言单位而不是单一的单词。它能减轻记忆的负担,加快语言习得的速度,对语言习得和语言输出都有促进作用。Michael Lewis(1993)指出词块突破了传统意义上的词块搭配,强调固定词组、搭配和句子的综合应用。因此,词块成为语言使用的重点,也成为语言教学的重点。为了检测词块教学法对初中生的英语能力的影响,笔者从2015年8月到2016年1月在长春市某初中进行了为期五个月的教学实验。实验对象是笔者所教的初二年级两个平行班,每班各30人。作者随机选取了初二一班为实验班,初二二班为控制班。在实验班,采用词块教学输入,并引导学生应用词块提高自己的英语学习能力。而在控制班中仍然沿用传统的词汇单独讲解的词汇教学方法。因此本文中作者提出了三个研究问题,分别是:(1)教学实验前,实验组与控制组学生的英语成绩是如何分布的?教学实验之后,实验组与控制组学生的英语成绩分布又有何特点?(2)词块的使用和实验后测成绩有什么关系?(3)实验组的学生对词块教学持什么样的态度?本次实验运用了定性研究和定量研究相结合的方法来确保实验的可信性与有效性。在定量研究中,作者使用SPSS17.0对实验前测和后测结果进行对比分析,还进行了问卷调查。此外运用访谈进行定性研究。此次实验有三个发现。第一,实验班和控制班学生的成绩在实验前几乎没有差异。但是在实验后,相比较控制班,实验班在使用词块教学法的指导下成绩有了相对明显的提高。第二,前测和后测试卷题型相同,都包括七大题型,即听力、单选、完型、阅读、适当形式填空、句型转换和写作。通过对比研究两个班,作者发现,词块教学法能够有效提高中学生在单选、完型填空,和适当形式填空的能力。最后,实验之后,学生开始认识到词块的重要性,学生开始有意识地识记英语词块。此次实验,拓展了学生的词汇量也对他们的英语能力有提高促进作用。此外,词块教学法激发了学生学习英语的积极性。文章最后,作者指出了此次研究中的不足之处,并提出了一些相关的建议,希望能够为日后的初中英语教学带来一些启示。
[Abstract]:The focus of junior high school English learning is vocabulary, and lexical chunks input is an effective way to learn vocabulary. Therefore, this paper discusses the application of lexical chunks input in junior high school English teaching. And the influence of lexical chunks teaching method on junior high school students' English comprehensive ability. Lexical chunks are stored in the human brain as a whole and are also the most ideal units for language processing. They are meaningful language units rather than single words. They can lighten the burden of memory and speed up language acquisition. Michael Lewis 1993) points out that lexical chunks break through traditional lexical chunks and emphasize fixed phrases. Therefore, lexical chunks have become the focus of language use and language teaching. In order to test the impact of lexical chunks teaching on junior high school students' English ability. From August 2015 to January 2016, the author conducted a five-month teaching experiment in a junior high school in Changchun. The author randomly selected junior class 1 grade 2 as the experimental class and junior class 2 grade 2 as the control class. In the experimental class, the lexical block teaching input was used. And guide students to use lexical chunks to improve their English learning ability, while the traditional vocabulary teaching method is still used in the control class. Therefore, the author puts forward three research questions. Before the teaching experiment, how did the students of the experimental group and the control group distribute their English scores? After the teaching experiment, what are the characteristics of the students' English achievement distribution between the experimental group and the control group? What is the relationship between the use of lexical chunks and post-test results? (3) what is the attitude of the students in the experimental group on the teaching of lexical chunks? This experiment uses the method of combining qualitative and quantitative research to ensure the credibility and validity of the experiment. The author uses SPSS17.0 to compare and analyze the pre-test and post-test results, and carries out a questionnaire survey. In addition, interviews are used to carry out qualitative research. There are three findings in this experiment. First. There was almost no difference between the experimental class and the control class before the experiment. But after the experiment, compared with the control class, the experimental class achieved a relatively significant improvement under the guidance of lexical chunk teaching method. Second. The pre-test and post-test questions are of the same type, including seven major question types, namely listening, radio, cloze, reading, proper form filling in the blanks, sentence pattern conversion and writing. Through a comparative study of the two classes, the author finds out. Lexical chunks teaching method can effectively improve the ability of middle school students in single selection, cloze filling, and appropriate form of blanks. Finally, after the experiment, students began to realize the importance of lexical chunks. Students begin to consciously memorize English lexical chunks. This experiment has expanded students' vocabulary and promoted their English proficiency. Lexical chunk teaching has aroused students' enthusiasm in learning English. Finally, the author points out the inadequacies of this study and puts forward some relevant suggestions. Hope to bring some enlightenment for the future junior middle school English teaching.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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