词块在农村初中英语写作教学中的应用研究

发布时间：2018-07-03 15:25

本文选题：词块 + 农村初中　；参考：《河南大学》2016年硕士论文

【摘要】：作为英语听、说、读、写四项基本技能之一,写作能很好地反映学生掌握英语的程度。然而,长期以来英语写作在我国的初中英语教学中却没有受到应有的重视,特别是在农村偏远地区的初中英语教学中,学生写作能力的提高更是难点和薄弱环节,这是不争的事实。在教学环境和教学方法相对落后的农村初中,学生的写作状况令人堪忧。学生写作中存在着诸如拼写错误、词汇量不足、用词不当、组织混乱、误用英语句式、写作态度消极等各种各样的问题。更为严重的是,多数初中生在写作时逐字逐句地将汉语翻译成英语,导致整篇作文中出现大量的“中式英语”,不符合英语的表达习惯。这些问题使农村中学英语教师颇为担忧,帮助学生找到一种行之有效的方法来提高初中生的英语写作成为英语教学的重中之重。为此,一些研究者将词块引入到英语写作教学中。词块是语言的半成品,集语法及词汇的特征于一身,能够被整体地储存及提取,是语言使用的理想单位,在英语写作教学中有着非常重要的应用价值。通过了解以往的研究后发现,虽然语言学者对词块的研究数不胜数,也有不少关于词块与英语写作教学关系的研究,但这些研究多是理论研究,研究的对象也主要是大学和高中阶段的英语教学,将词块的学习真正应用到初中英语教学实践中的研究却很少,涉及到农村初中英语教学的研究更是寥寥无几。因此,在组块理论及输入假说理论的指导下,笔者尝试将词块应用在农村初中英语教学中,以词块为主线,以课文为切入口,旨在探讨以下三个研究问题:问题一:如何有效地将词块应用到农村初中英语写作教学中?问题二:词块运用在多大程度上提高了初中生的英语写作成绩?问题三:运用词块教学后初中生的英语写作态度有怎样的转变?针对以上研究问题,笔者通过对词块的深入学习及分析,采用访谈法、实验法及问卷调查法,选取南阳市新野县樊集乡中初二年级两个平行班的92位学生为研究对象进行了实验研究,每班人数均为46人,其中一个班被随机指定为实验班,另一班为对照班。实验开始前,笔者首先对所有学生进行摸底测试,经过前测验证两班写作成绩无显著差异。在这学期开始和即将结束时笔者对实验班学生进行了问卷调查,旨在了解学生在实验前后对词块认识及英语写作态度等方面的变化。与此同时,在为期五个月的教学实践中,笔者在控制班实行常规教学,其他方法不变,在实验班采用以词块为主线的教学活动,把词块贯穿在日常教学活动的各个环节当中,通过引导学生辨认、巩固词块,从而学会运用词块。实验最后,所有学生参加本学期的期末考试,并抽取了实验班的部分学生与笔者进行面谈。实验所得数据通过SPSS20.0进行分析与对比。实验结果显示,与控制班相比,首先,实验班学生在最后的写作测试中成绩有了明显的提高,反映出写作成绩和词块运用之间有一定的相关性。学生在语言表达的准确性和流畅性方面也有了较大的提高。其次,随着实验的进行,实验班学生能够熟练地掌握词块,习得了词块学习策略,写作兴趣得到了提高,写作自主性及自信心也得到了增强。最后,笔者根据农村初中英语教学实际,提出了如何利用词块来提高农村初中生的英语写作成绩。五个月的研究证实了将词块运用到初中英语教学中能够有效地提高农村初中生的英语写作成绩。具体而言,词块运用对学生在英语词汇、句法及语篇层面的写作具有一定的指导意义,并对农村初中英语教学具有积极的作用,也在一定程度上促进农村初中英语教师教学方法的改进。
[Abstract]:As one of the four basic skills of listening, speaking, reading and writing in English, writing can well reflect the degree of students' mastery of English. However, English writing has not been paid much attention to in the middle school English Teaching in our country for a long time, especially in the teaching of junior high school English in the remote areas of rural areas, the improvement of students' writing ability is more difficult and thinner. Weak links, this is an indisputable fact. In the rural junior middle school which is relatively backward in the teaching environment and teaching methods, the students' writing situation is worrying. There are various problems in students' writing, such as misspelling, lack of vocabulary, misuse of words, confusion, misuse of English sentences, negative writing attitude and so on. In writing, Chinese students translate Chinese into English word by word in writing, which leads to a large number of "Chinglish" in the whole composition, which does not conform to the English expression habit. These problems have made the English teachers in the rural middle school quite worried and help the students to find an effective way to raise the English writing of junior high school students to become the emphasis of English teaching. To this end, some researchers introduce lexical chunks into the teaching of English writing. Lexical chunks are semi-finished products of language, which are characterized by grammar and vocabulary, and can be stored and extracted as a whole. It is an ideal unit for language use. It has a very important application value in the teaching of English Writing. Although there are numerous studies on lexical chunks by the linguists, there are many studies on the relationship between lexical chunks and English writing teaching. However, most of these studies are theoretical research. The research objects are mainly in college and high school English teaching. There are few studies on the real application of lexical chunks in the practice of junior high school English teaching. Therefore, under the guidance of the theory of block theory and the theory of input hypothesis, the author tries to apply the lexical chunks to the teaching of junior high school English in the rural areas, taking the lexical chunks as the main line and taking the text as the entrance to explore the following three research questions: how to apply the lexical chunks to the rural junior middle school English effectively Question two in the teaching of language writing: to what extent does the use of lexical chunks improve junior high school students' English writing performance? Question three: what is the change in the attitude of junior high school students after the use of lexical chunks? In view of the above research questions, the author adopts an in-depth study and analysis of the lexical chunks, using interview, experimental and questionnaire surveys. 92 students from two parallel classes in the second grade of Fan Ji Township, Xinye County, Nanyang, were studied. The number of each class was 46. One class was randomly assigned to the experimental class and the other was the control class. Before the start of the experiment, the author first tested all the students and tested the scores of the two classes by the pre test. At the beginning and the end of the semester, the author conducted a questionnaire survey on the students in the experimental class to understand the students' understanding of the lexical chunks and the changes in the attitude of English writing before and after the experiment. At the same time, in the five months of teaching practice, the author carried out routine teaching in the control class, and the other methods were the same. The test class adopts the teaching activity of the word block as the main line, which runs through the lexical chunks in every link of the daily teaching activities. By guiding the students to recognize, consolidating the lexical chunks and learning to use the lexical chunks. At the end of the experiment, all the students take part in the final examination of the term, and some students from the experimental class are interviewed with the author. The experimental data are obtained. Compared with the SPSS20.0, the experimental results show that compared with the control class, first of all, the students in the experimental class have improved significantly in the final writing test, reflecting a certain correlation between the writing performance and the use of the lexical chunks. The students have also improved the accuracy and fluency of the language expression. Secondly, the students have improved the accuracy and fluency of the language. With the experiment, the students in the experimental class can master the lexical chunks skillfully, acquire the learning strategy of the lexical chunks, improve their writing interest, and enhance their autonomy and self-confidence. Finally, the author puts forward how to use the lexical chunks to improve the English writing performance of the rural junior middle school students according to the rural junior middle school English teaching. Five months. The study confirms that the use of lexical chunks in junior high school English teaching can effectively improve the English writing performance of rural junior high school students. In particular, the use of lexical chunks has certain guiding significance for students' writing in English vocabulary, syntax and discourse level, and has a positive role in the teaching of English junior middle school, and to a certain extent. The improvement of teaching methods for English teachers in rural junior middle schools.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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