运用词块教学法提高高中生英语写作能力的研究
发布时间：2018-10-22 14:21
【摘要】：词块是介于词与句子之间的多词现象,它是语法、语境和语义的结合体,形式和意义都比较固逡逑定。通过词块和词块图示建构语篇不但能够克服母语负迁移的影响,提高语言信息处理的效率,而且逡逑使得写作语言更流畅、地道,W此促进高中生写作能力的提高。近年来,已有不少研究者进行过将逡逑词块教学法应巧于英语写作教学的尝试和讨论,但大多停留在可行性和有效性研巧。本文对前人研逡逑巧成果进行验证的基础上,从语篇功能的角度进一步探讨词块教学法在提高高中生英语写作能力过逡逑程中的具体实施,W帮助教师更有效地应用词块教学法进行英语写作教学。逡逑此研充通过对词块的定义、分类和词块图示理论W及语篇相关理路的分析,分别阐述了词块与逡逑语篇衔接和语篇连贯的关系。基于此,笔者提出3个问题:逡逑1)词块教学法是否能够提高高中生的英语写作水平?逡逑2)词块数量与英语写作水平之间是否存在正相关?如果是,不同类型词块的使用情况是怎样逡逑的?逡逑3)词块教学法是否能够增强语篇衔接性和语篇连贯性,如果可W,它是怎么表现的?逡逑为了求证W上问题,笔者在吕梁市高级实验中学高二年级两个文科班进行了一学期的教学实验。逡逑1407班是实验班,其中有24个女生,19个男生。1409班作为控制班I其中有20个男生,25个女逡逑生。实验班采用词块鼓学法,主要分为两个部分,课文阅读中输入词块和作文写作中输出词块。控逡逑制班主要采用传统教学法。两个班均由笔者任教。通过收集两个班学生实歐前后英语写作成绩,运逡逑用数据分析工具SPSS软件进行对比分析和相关性检验,并对两个班学生所用词块类型进行分类比较逡逑W了解不同教学法对学生英语写作水平的影响。此外,笔者还运用了样本分析法和访谈法。考虑到逡逑语篇连贯性难W量化,笔者对实验班一位学生分别在前后测中完成的两份写作样本进行了仔细研充,逡逑W了解词块使巧情况及其在语篇中的作用。实验结束后在实验班随机抽取8名学生进行访谈调查逡逑了解他们对词汇教学法的感受。研究结果表明:逡逑1)词块教学法进行英语写作教学能够有效提高学生的总体写作水平;逡逑2)词块数量与英语写作水平之间存在显著正相关。而且,四种词块类型中,学生所使用的短语逡逑架构词块最多,聚合词次之;逡逑3)词块教学法能够增强学生英文写作的语篇衔接性和连贯性。实验班后测中所用词块的数量和质量都有很大提升。
[Abstract]:Lexical chunks is a multi-word phenomenon between words and sentences. It is a combination of grammar, context and semantics. The construction of discourse by lexical chunks and lexical chunks can not only overcome the influence of negative transfer of mother tongue and improve the efficiency of language information processing, but also make the writing language more fluent and authentic, thus promoting the improvement of high school students' writing ability. In recent years, many researchers have tried and discussed that the teaching method should be adapted to the teaching of English writing, but most of them remain in the feasibility and effectiveness research. On the basis of the verification of the previous research results, From the perspective of discourse function, this paper further discusses the concrete implementation of lexical chunks in the process of improving senior high school students' English writing ability. W helps teachers to use lexical chunks more effectively in English writing teaching. Based on the definition of lexical chunks, classification and lexical representation theory W, and the analysis of discourse relevance, the relationship between lexical chunks and textual cohesion and discourse coherence is discussed respectively. Based on this, the author puts forward three questions: can the lexical chunk teaching method improve high school students' English writing proficiency? Is there a positive correlation between the number of lexical chunks and the level of English writing? If so, how are different types of chunks used? Can lexical chunk approach enhance cohesion and coherence, and if so, how does it behave? In order to prove the problem, the author conducted a one-semester teaching experiment in two liberal arts classes in the second year of senior experimental middle school in Luliang City. Class 1407 is the experimental class, including 24 girls and 19 boys. Class 1409 is the control class I of which there are 20 boys and 25 female students. The experimental class uses lexical chunks, which are mainly divided into two parts: input lexical chunks in text reading and output lexical chunks in composition writing. The traditional teaching method is mainly used to control the demand for classes. Both classes are taught by the author. By collecting the English writing scores of the two classes before and after English writing, the data analysis tool SPSS was used to carry out the comparative analysis and correlation test. The lexical block types of the two classes were classified and compared to understand the influence of different teaching methods on the students' English writing proficiency. In addition, the author also used sample analysis and interview method. Considering that coherence is difficult to quantify, the author makes a careful study of two writing samples completed by one student in the experimental class before and after the test. The author tries to understand the situation of lexical chunks and their role in the discourse. At the end of the experiment, 8 students were randomly selected in the experimental class to investigate their feelings about vocabulary teaching. The results show that lexical chunk teaching can effectively improve students' overall writing proficiency, and that there is a significant positive correlation between the number of lexical chunks and the level of English writing. Moreover, among the four types of lexical chunks, most of the lexical chunks are used by students, followed by aggregates; (3) the lexical chunks teaching method can enhance the cohesion and coherence of English writing. The quantity and quality of lexical chunks in the post-test of the experimental class have been greatly improved.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2287408
[Abstract]:Lexical chunks is a multi-word phenomenon between words and sentences. It is a combination of grammar, context and semantics. The construction of discourse by lexical chunks and lexical chunks can not only overcome the influence of negative transfer of mother tongue and improve the efficiency of language information processing, but also make the writing language more fluent and authentic, thus promoting the improvement of high school students' writing ability. In recent years, many researchers have tried and discussed that the teaching method should be adapted to the teaching of English writing, but most of them remain in the feasibility and effectiveness research. On the basis of the verification of the previous research results, From the perspective of discourse function, this paper further discusses the concrete implementation of lexical chunks in the process of improving senior high school students' English writing ability. W helps teachers to use lexical chunks more effectively in English writing teaching. Based on the definition of lexical chunks, classification and lexical representation theory W, and the analysis of discourse relevance, the relationship between lexical chunks and textual cohesion and discourse coherence is discussed respectively. Based on this, the author puts forward three questions: can the lexical chunk teaching method improve high school students' English writing proficiency? Is there a positive correlation between the number of lexical chunks and the level of English writing? If so, how are different types of chunks used? Can lexical chunk approach enhance cohesion and coherence, and if so, how does it behave? In order to prove the problem, the author conducted a one-semester teaching experiment in two liberal arts classes in the second year of senior experimental middle school in Luliang City. Class 1407 is the experimental class, including 24 girls and 19 boys. Class 1409 is the control class I of which there are 20 boys and 25 female students. The experimental class uses lexical chunks, which are mainly divided into two parts: input lexical chunks in text reading and output lexical chunks in composition writing. The traditional teaching method is mainly used to control the demand for classes. Both classes are taught by the author. By collecting the English writing scores of the two classes before and after English writing, the data analysis tool SPSS was used to carry out the comparative analysis and correlation test. The lexical block types of the two classes were classified and compared to understand the influence of different teaching methods on the students' English writing proficiency. In addition, the author also used sample analysis and interview method. Considering that coherence is difficult to quantify, the author makes a careful study of two writing samples completed by one student in the experimental class before and after the test. The author tries to understand the situation of lexical chunks and their role in the discourse. At the end of the experiment, 8 students were randomly selected in the experimental class to investigate their feelings about vocabulary teaching. The results show that lexical chunk teaching can effectively improve students' overall writing proficiency, and that there is a significant positive correlation between the number of lexical chunks and the level of English writing. Moreover, among the four types of lexical chunks, most of the lexical chunks are used by students, followed by aggregates; (3) the lexical chunks teaching method can enhance the cohesion and coherence of English writing. The quantity and quality of lexical chunks in the post-test of the experimental class have been greatly improved.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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