词块理论在高中英语写作教学中的应用

发布时间：2018-01-05 16:17

本文关键词：词块理论在高中英语写作教学中的应用　出处：《湖北大学》2013年硕士论文　论文类型：学位论文

【摘要】：词块是语法、语义和语境的结合体,形式较为固定,可作为整体学习并储存在记忆中,在写作时直接提取,不但可以提高语言资源信息处理效率,而且能大大提高英语写作的准确性和地道性,有利于学生英语写作能力的提高。过去词块被认为是语言中的边缘现象,除少数固定词组外,并未引起语言教学的重视。但近年来随着语料库语言学的发展,研究者发现词块在实际语言中大量存在,词块随之引起心理语言学,应用语言学等语言学诸多领域的关注。越来越多的研究者认识到词块在语言习得中的重要作用,并积极地尝试将词块教学引入语言教学中。以Nattinger＆Decarrico(1992)和Lewis(1993)为代表的语言学家提出了一种将词块应用于语言教学的新的教学法：词块法,并且提供了一些实际的教学方法,教学原则,教学活动设计等。但将这一教学方法应用到高中英语写作教学中的可行性及其实际价值还有待通过教学实践来考证。本研究旨在通过教学实践来检验将词块运用高中英语写作教学中是否有助于提高高中生写作水平的发展。两个平行班的学生参加了本次实验,笔者随机地将一班设为实验班,二班设为控制班,实验班包含被试45名,控制班包含被试48名。实验时间为13周。学期初对实验班和控制板的学生进行前测,以调查他们作文中的词块使用情况和写作水平。结果表明两个班的学生作文的词块使用情况和写作水平相当。随后,实验班学生接受以词块为重心的教学训练,而控制班仍采用常规教学法。实验结束后对实验班和控制班的学生进行后侧,以验证教学效果,同时,对实验班的学生进行问卷调查和访谈,以了解学生对词块教学法的态度和看法。通过认真分析学生的测试成绩、调查问卷和访谈情况,笔者发现测试成绩的结果显示,通过实验,实验班在写作中的词块使用数量和英语写作成绩有了显著提高,而控制班的词块使用数量和英语写作成绩提高较少,与实验前相比没有显著性差别。同时,较之控制班,实验班学生的作文在语言的丰富性、地道性,结构的连贯性方面都有了进步,因此词块教学法能够促进高中生英语写作水平。除此之外,调查问卷和访谈的结果显示,绝大部分的学生认可词块教学法在高中英语写作教学中的应用,从学生态度和看法的角度证实了词块教学法对高中生英语写作水平发展的有效性。本研究证实了词块教学法能够提高中生英语写作水平,是对词块在高中英语写作教学应用中的初步尝试,希望能够对高中生英语写作学习和教学有所启发。
[Abstract]:Lexical chunks are the combination of grammar, semantics and context. They can be used as a whole to learn and store in memory, and can be extracted directly in writing, which can not only improve the efficiency of information processing of language resources. Moreover, it can greatly improve the accuracy and authenticity of English writing, which is beneficial to the improvement of students' English writing ability. In the past, lexical chunks were regarded as a marginal phenomenon in language, except for a few fixed phrases. However, with the development of corpus linguistics in recent years, researchers have found that lexical chunks exist in a large number of practical languages, and lexical chunks cause psycholinguistics. More and more researchers have realized the important role of lexical chunks in language acquisition. And actively try to introduce lexical chunks into language teaching. (Nattinger & Decarrico 1992) and Lewis 1993). A new teaching method, lexical chunks, is proposed for the representative linguists to apply lexical chunks to language teaching. And provides some practical teaching methods, teaching principles. However, the feasibility and practical value of applying this teaching method to the teaching of English writing in senior high school still need to be verified through teaching practice. The purpose of this study is to test whether the use of lexical chunks in senior high school English writing teaching can improve the development of senior high school students' writing ability through teaching practice. Two parallel classes participated in this experiment. The author randomly set the first class as the experimental class and the second class as the control class. The experimental class consisted of 45 subjects. The control class consisted of 48 subjects. The experimental time was 13 weeks. The students of the experimental class and the control board were pre-tested at the beginning of the semester. The results show that the use of lexical chunks in the composition of the two classes is the same as the writing level. Subsequently, the students in the experimental class receive the teaching training focusing on the lexical chunks. At the end of the experiment, the students of the experimental class and the control class were carried out on the back to verify the teaching effect. At the same time, the students of the experimental class were investigated and interviewed. In order to understand the students' attitude and views on the lexical block teaching method. Through careful analysis of the students' test results, questionnaires and interviews, the author found that the results of the test results show, through the experiment. In the experimental class, the number of lexical chunks used and the scores in English writing were significantly improved, while the number of lexical chunks and the English writing scores in the control class improved less than before, and there was no significant difference between the experimental class and the pre-experiment. At the same time, there was no significant difference between the two groups. Compared with the control class, the composition of the experimental class has made progress in terms of language richness, idiom and structural coherence. Therefore, lexical chunks teaching method can promote high school students' English writing proficiency. The results of questionnaires and interviews show that most of the students agree on the application of lexical chunks in the teaching of English writing in senior high schools. From the perspective of students' attitudes and views, the validity of lexical chunk teaching in the development of senior high school students' English writing ability is confirmed. The present study proves that lexical chunks can improve the students' English writing level and is a preliminary attempt in the application of lexical chunks in senior high school English writing teaching. It is hoped that it can enlighten senior high school students in their English writing learning and teaching.
【学位授予单位】：湖北大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G633.41

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