词块理论在高中英语教学中的应用

发布时间：2018-05-26 17:30

本文选题：词块 + 词块理论　；参考：《华东师范大学》2015年硕士论文

【摘要】：词汇对于语言学习的重要性显而易见,在日常的教学实践中,教师和学生都十分重视词汇学习并投入了大量的时间和精力,然而学生的语言综合运用能力却没有得到相应的提高。学生往往花费时间背了大量的生词,在使用语言时却依然显得力不从心,陷入无词可用、无词会用的境地。近年来,语料库语言学的研究成果揭示语言中存在大量的固定或半固定的公式化惯例语,由两个或两个以上的词组成,作为整体储存在记忆中,在使用时无需经过语法规则加工而被直接提取,这样的多词组合被称为词块。词块对于第二语言习得的重要性受到许多语言学家的关注,Michael Lewis指出词块可以节省语言加工处理资源,避免母语负迁移的影响,从而实现正确性和流利性的统一,是最理想的语言学习单位。他主张以词块为核心开展语言教学,通过培养学习者的词块能力提高其听、说、读、写各项技能和语言综合运用能力。以Michael Lewis的研究成果为核心的词块理论为解决当前高中英语教学事倍功半的困境带来了启示。本文以词块理论为指导,探讨如何在高中英语教学实践中开展词块教学模式,并基于实践分析了词块教学对于提高学生语用能力的作用。本文分为引言、文献综述、词块理论在教学中的应用,教学实验和结论五大部分。引言部分主要阐述了当前词汇教学的现状和问题,研究的必要性和论文结构。文献综述部分概述了词块理论的兴起背景,词块的定义、分类、功能和国内外研究现状,描述了词块教学的核心理念和操作原则。词块理论的应用部分结合《牛津高中英语》教材展示了如何将词块教学融入高中英语教学的各个环节。实验部分详尽介绍了研究的目的、对象、材料与方法和研究过程,通过实验组与控制组的对比分析证明了在高中英语教学中实施词汇组块教学提升了学生的语言水平,是一条切实可行和行之有效的途径。结论部分总结了本次研究的成果和对今后教学的启示。
[Abstract]:The importance of vocabulary to language learning is obvious. In the daily teaching practice, both teachers and students attach great importance to vocabulary learning and invest a lot of time and energy. However, the students' comprehensive language use ability has not been improved accordingly. Students often spend time memorizing a large number of new words, but still appear to be unable to use the language, falling into the situation of no words available, no words can be used. In recent years, the research results of corpus linguistics reveal that there are a large number of fixed or semi-fixed formulaic conventions in language, consisting of two or more words, which are stored in memory as a whole. This multi-word combination is called lexical chunks, which are extracted directly without grammatical rules. The importance of lexical chunks for second language acquisition has been concerned by many linguists. Michael Lewis points out that lexical chunks can save processing resources and avoid the influence of negative transfer of mother tongue, thus achieving the unity of correctness and fluency. Is the ideal language learning unit. He advocates the development of language teaching with lexical chunks as the core to improve learners' listening, speaking, reading and writing skills as well as their comprehensive use of language by developing their lexical chunks. The lexical chunks theory, which is based on the research results of Michael Lewis, has brought enlightenment to solving the dilemma of English teaching in senior high school. Under the guidance of lexical chunks theory, this paper discusses how to develop the lexical chunks teaching model in senior high school English teaching practice, and analyzes the role of lexical chunks teaching in improving students' pragmatic competence based on practice. This paper is divided into five parts: introduction, literature review, application of lexical chunk theory in teaching, teaching experiment and conclusion. The introduction mainly expounds the present situation and problems of vocabulary teaching, the necessity of research and the structure of the thesis. In the part of literature review, the author summarizes the background of lexical chunks theory, the definition, classification, functions and research status of lexical chunks at home and abroad, and describes the core concepts and operational principles of lexical chunks teaching. The application of lexical chunks theory combined with Oxford Senior High School English textbook shows how to integrate lexical chunks teaching into senior English teaching. In the experiment part, the purpose, object, materials and methods of the study are introduced in detail. Through the comparative analysis between the experimental group and the control group, it is proved that the implementation of lexical block teaching in English teaching in senior high school has improved the students' language proficiency. It is a feasible and effective way. The conclusion part summarizes the results of this study and the enlightenment to the future teaching.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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