高中生英语写作中词块使用情况调查研究
发布时间：2019-01-04 11:43
【摘要】：在英语教学与学习中,写作是四项基本要求之一。由于好的文章一定包括地道的词汇运用,词块也因此渐渐受到重视。然而,大部分对于词块的研究仅停留在理论探讨阶段,针对高中学生的词块使用调查较少。本研究以NattingerDecarrico对词块的四种分类为基础,以辽阳第二高级中学的110名二年级学生为研究对象,对他们写作中词块的使用情况进行调查分析。旨在研究以下问题:1.四种词块在学生的写作中是怎样分布的(从数量和频率两方面)?2.学生对词块的使用意识是什么?3.四种词块在高分组和低分组中的使用是否有显著差别?实验收回了100份有效的作文样本,作文的题目为高考中的一篇信函。通过对作文样本数据的筛选,归类整理四种词块类型的数量,计算出每种词块的使用频率。为了回答第三个问题,作者按照样本作文的成绩,从中选出30篇作文作为高分组,30篇作文作为低分组,利用SPSS软件,再进行一次统计分析,探究两组作文在四种词块的使用上是否有显著差异。最后高分组和低分组中各随机选出5人进行访谈调查。实验后的结果显示:1.统计结果表明在四种词块中句子框架的使用占据所有词块比率的最大部分,占比率第二的是短语架构词块,其次为聚合词块,最后是惯用表达式。学生每写12.2个单词就会使用一个词块。2.大部分学生都能认识到词块的重要性,但是并不会时时刻刻想到利用词块来辅助学习和写作。受调查学生对于词块的总结意识不强,他们中的大多数词块意识和词块策略处于中等偏上水平。3.通过对高分组和低分组的作文中词块数进行独立样本T检验,证明了高分组和低分组在句子框架、短语架构词块和聚合词块的使用上有显著差异。而两组学生在惯用表达式的使用上无显著差异。基于上述发现,教师应该对词块理论多加重视,在教学中多培养学生的词块意识,改善教学方法。学生应该在日常写作学习中多注意复习运用词块,从而提高自己的写作水平。
[Abstract]:Writing is one of the four basic requirements in English teaching and learning. As good articles must include authentic lexical usage, lexical chunks are increasingly being taken seriously. However, most of the researches on lexical chunks are only at the stage of theoretical study, and few researches are conducted on the use of lexical chunks for senior high school students. Based on the NattingerDecarrico classification of lexical chunks, this study investigated the use of lexical chunks in the writing of 110 sophomores in Liaoyang second Senior Middle School. The aim is to study the following questions: 1. How do the four lexical chunks distribute in students' writing (in terms of quantity and frequency)? 2. What is the students' consciousness of using lexical chunks? 3. Are there significant differences in the use of the four lexical chunks between high and low groups? The experiment took back 100 valid samples of composition on the subject of a letter in the college entrance examination. Through the selection of composition sample data, the number of four lexical chunks is classified and sorted out, and the frequency of each lexical chunks is calculated. In order to answer the third question, according to the results of the sample composition, the author selected 30 compositions as the high score group, 30 compositions as the low group, and used SPSS software to carry out another statistical analysis. Explore whether there are significant differences in the use of the four lexical chunks between the two groups. At last, 5 people were randomly selected from the high score group and the low group to conduct the interview. The experimental results show that: 1. The statistical results show that the use of sentence frames accounts for the largest proportion of all lexical chunks in the four chunks, the second is the phrasal lexical chunks, the next is aggregate chunks, and the last is idiomatic expressions. Students use a chunk for every 12.2 words they write. Most students are aware of the importance of lexical chunks, but do not always think of using them to assist in learning and writing. The polled students' awareness of lexical chunks is not strong, and most of them are at the middle level and the lexical chunks strategy is at the middle level. 3. An independent sample T test was performed on the number of lexical blocks in high and low groups of compositions. It was proved that there were significant differences in the use of sentence frame, phrase structure lexical chunks and aggregate lexical chunks between high and low score groups. There was no significant difference in the use of idiomatic expressions between the two groups. Based on the above findings, teachers should pay more attention to the theory of lexical chunks, cultivate students' awareness of lexical chunks in teaching, and improve teaching methods. Students should pay more attention to review and use lexical chunks in their daily writing to improve their writing level.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2400244
[Abstract]:Writing is one of the four basic requirements in English teaching and learning. As good articles must include authentic lexical usage, lexical chunks are increasingly being taken seriously. However, most of the researches on lexical chunks are only at the stage of theoretical study, and few researches are conducted on the use of lexical chunks for senior high school students. Based on the NattingerDecarrico classification of lexical chunks, this study investigated the use of lexical chunks in the writing of 110 sophomores in Liaoyang second Senior Middle School. The aim is to study the following questions: 1. How do the four lexical chunks distribute in students' writing (in terms of quantity and frequency)? 2. What is the students' consciousness of using lexical chunks? 3. Are there significant differences in the use of the four lexical chunks between high and low groups? The experiment took back 100 valid samples of composition on the subject of a letter in the college entrance examination. Through the selection of composition sample data, the number of four lexical chunks is classified and sorted out, and the frequency of each lexical chunks is calculated. In order to answer the third question, according to the results of the sample composition, the author selected 30 compositions as the high score group, 30 compositions as the low group, and used SPSS software to carry out another statistical analysis. Explore whether there are significant differences in the use of the four lexical chunks between the two groups. At last, 5 people were randomly selected from the high score group and the low group to conduct the interview. The experimental results show that: 1. The statistical results show that the use of sentence frames accounts for the largest proportion of all lexical chunks in the four chunks, the second is the phrasal lexical chunks, the next is aggregate chunks, and the last is idiomatic expressions. Students use a chunk for every 12.2 words they write. Most students are aware of the importance of lexical chunks, but do not always think of using them to assist in learning and writing. The polled students' awareness of lexical chunks is not strong, and most of them are at the middle level and the lexical chunks strategy is at the middle level. 3. An independent sample T test was performed on the number of lexical blocks in high and low groups of compositions. It was proved that there were significant differences in the use of sentence frame, phrase structure lexical chunks and aggregate lexical chunks between high and low score groups. There was no significant difference in the use of idiomatic expressions between the two groups. Based on the above findings, teachers should pay more attention to the theory of lexical chunks, cultivate students' awareness of lexical chunks in teaching, and improve teaching methods. Students should pay more attention to review and use lexical chunks in their daily writing to improve their writing level.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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