词块理论在高中英语写作教学中的实证研究

发布时间：2018-01-24 22:44

本文关键词： 词块理论高中英语写作教学　出处：《河北师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：词块教学法（Lexical Approach）是上世纪70年代由Lewis提出的基于词块的一种教学方法，认为学习者正是通过词块来逐渐了解语言系统本身并熟练掌握和使用某种语言。在语言学家们的研究中，词块有各种不同的称呼，如：语块、词汇组块、词汇短语、词汇化句干、预制语块、预制复合结构等。词块是真实交际中出现的频率较高的大于单词的语言现象，它融合了语法，语义和语境的优势，并且形势较为固定。所以，作者认为从词块理论着手来研究高中英语写作教学必然会对英语的教学带来一股新的力量源泉。将词块理论应用于英语写作教学中将更有助于培养学生用英语获取，，处理信息的能力及分析问题和解决问题的能力。本研究将建立在认知心理学理论，词块理论，二语习得理论上展开。本文为实证性研究，主要是验证将词块理论用于高中英语写作教学中的实际效果。参与本次实验的是来自唐山市第一中学高二9班及12班的学生，共计110人。高二9班采用传统的写作教学模式，高二12班为实验班接受词块理论的指导及训练。本次研究采用调查问卷及实验前后测验为主要工具来收集数据并且通过SPSS.17.0软件进行分析。调查问卷对两个班上的学生从对待写作的态度，使用积累词块的意识等方面进行了实验前调查,对于实验班学生进行了实验前后两次调查。调查问卷的统计数据显示实验班的学生在对待写作的态度，词块积累及使用意识等方面都有了显著的提高。实验前的测验采用了河北省唐山市2013年高一年级期末试卷中的写作题。实验后的测验采用了河北省唐山市第一中学2014年高二年级期末试卷中的写作题。作者对于测验中学生使用词块的数量及作文得分进行了对比及统计。根据统计数据显示实验班的学生无论是从词块使用数量上还是作文平均得分上都高于控制班的学生。从实验前后数据对比来看，实验班的学生经过一年的训练之后取得的进步也要大于控制班的学生。经过本次实证性研究，对于高中英语写作教学，作者得到以下启示： 1.教师要注意训练学生使用包含高级词汇及连接词的词块。 2.教师应该注意训练学生使用包含更复杂语法结构的词块。 3.教师要注意培养学生选择适合写作风格词块的能力。 4.教师必须要注意培养学生自我学习的能力。
[Abstract]:Lexical Approach is a kind of teaching method based on lexical chunks proposed by Lewis in -30s. It is through lexical chunks that learners gradually understand the language system and master and use a certain language. In linguists' studies, lexical chunks have different forms of address, such as chunks and lexical chunks. Lexical phrases, lexicalized sentences, prefabricated chunks, prefabricated compound structures, etc. Lexical chunks are more frequent linguistic phenomena than words in real communication, which combine the advantages of grammar, semantics and context. And the situation is fixed. So... The author believes that the study of English writing teaching in senior high school from lexical chunks theory will inevitably bring a new source of strength to English teaching. Applying lexical chunks theory to English writing teaching will help to train students to acquire English in English. Take. Ability to process information and analyze and solve problems. This study is based on cognitive psychology theory, lexical chunks theory and second language acquisition theory. The main purpose of this study is to verify the practical effect of lexical chunks theory in English writing teaching in senior high schools. The participants in this experiment are students from Class 9 and Class 12 of Grade 2 of the first Middle School of Tangshan City. A total of 110 students. Class 9 of Senior two adopted the traditional writing teaching mode. Class 12 of Senior two received the instruction and training of lexical chunks theory for the experimental class. In this study, questionnaires and pre-experiment tests were used as the main tools to collect data and analyze them by SPSS.17.0 software. Questionnaire on the students in both classes from the attitude towards writing. Using the consciousness of accumulating lexical chunks, this paper carries out a pre-experiment survey on the students in the experimental class before and after the experiment. The statistical data of the questionnaire show that the students in the experimental class are treating their writing attitude. The accumulation of lexical chunks and awareness of usage have been improved significantly. The test before the experiment adopted the writing questions in the final examination paper of grade one in 2013 in Tangshan city, Hebei province. The test after the experiment was conducted in Tangshan city, Hebei province. In 2014, the writer compared the number of lexical chunks and the scores of the composition in the final examination paper of grade two in the first middle school. According to the statistical data, the students in the experimental class were shown whether they were. The number of lexical chunks or the average score of the composition were higher than those of the students in the control class. The data before and after the experiment were compared. After one year of training, the students in the experimental class have made more progress than the students in the control class. Through this empirical study, the author has obtained the following enlightenment for the teaching of English writing in senior high schools: 1. Teachers should train students to use lexical chunks containing advanced words and connectives. 2. Teachers should pay attention to training students to use lexical chunks containing more complex grammatical structures. 3. Teachers should pay attention to cultivating students' ability to choose lexical chunks suitable for writing style. 4. Teachers must pay attention to cultivating students' self-learning ability.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.41

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