二语学习者词块运用与语言产出质量的行动研究

发布时间：2018-05-28 10:04

本文选题：词块 + 词块教学法　；参考：《东北师范大学》2012年硕士论文

【摘要】：近年来许多语言学家及研究者提出了词块的概念，并认为语言不是由传统意义上的语法和词汇构成的，而是由词块构成的体系。语义比较固定的各种类型的词块在日常话语交流中已经占到了90%的比例（杨玉晨，1999）。作为形式和功能的结合体，词块体现了句法，语义和语用之间的密切关系。词块教学法以Lewis提出的“构成语言的是语法化的词汇而不是词汇化的语法”为理论基础，强调词块在语言交际中的作用及应用。本论文以课堂写作教学行动研究为主，探讨了二语学习者词块能力与语言输出质量之间的关系以及词块教学法在写作教学中的具体应用。作者选取了长春师范学院非英语专业一年级某本科班58名学生作为研究对象，展开了为期三个月的以词块教学为主的课堂教学实验行动研究。主要回答以下几个问题： 1.学习者词块能力与语言产出质量之间有什么样的关系？ 2.如何向学生讲授词块？词块教学对学生的语言产出能力有什么作用？ 3.学习者在语言产出中对不同类型的词块使用呈现出什么倾向？作者遵循行动研究的各个步骤共进行了三轮教学活动。每一轮教学活动持续时间为一个月。在进行教学实验之前，作者首先设计了由多项选择和写作构成的测试，即前测。目的在于了解学生的词块能力和写作水平的现状，为制定教学计划做充足的准备。教学实验过程中，作者不断观察学生在实验中的表现，反思词块教学中的不足和问题。在第一轮教学活动即将结束时，进行了访谈及写作测试，即中测。根据学生的访谈反馈和测试成绩等进行了第一次教学活动调整,明确了下一步行动计划。在第二轮教学活动结束前，作者观察到学生写作中词块运用上仍旧存在一些问题，为此进行了第二次访谈。根据访谈结果进行了教学活动的第二次调整，并制定了第三轮教学活动计划。在结束第三轮教学活动后，进行了包括多项选择和写作的第三次测试，即后测。作者收集了学生三次测试中的分数、写作中的词块数量和词块种类等数据进行了分析。同时，作者制定了一份问卷调查，，了解学生对本学期词块教学的态度及看法。问卷调查显示，经过一学期的词块教学，学生在英语学习中有了明显的词块意识，在英语写作方面增强了信心和兴趣。通过三次测试的数据分析，两次访谈和一次问卷调查的反馈信息，作者得出以下结果： 1.学生的词块能力与语言产出质量之间存在正相关的关系。 2.词块教学能够培养学生的词块意识并有助于提高语言产出的流畅性，准确性和地道性。 3.学生对不同类型的词块掌握和运用程度不同。其中用于语篇组织的句子构建词块最容易被学生掌握和运用。
[Abstract]:In recent years, many linguists and researchers have proposed the concept of lexical chunks, and that language is not made up of grammar and vocabulary in the traditional sense, but a system composed of lexical chunks. The different types of lexical chunks have already accounted for 90% in the daily discourse (Yang Yuchen, 1999). In combination, lexical chunks reflect the close relationship between syntax, semantics and pragmatics. Lexical chunk approach emphasizes the role and application of lexical chunks in language communication based on the theoretical basis of "grammaticalization and not lexicalization of grammar" proposed by Lewis.
This paper, based on the action research of classroom writing, explores the relationship between the lexical chunks' ability of two language learners and the quality of language output and the specific application of lexical chunks in the teaching of writing. The author selected 58 students from a non English major in Changchun Normal University for a period of three months. The experimental study of classroom teaching based on lexical chunks is the main answer to the following questions:
1. what is the relationship between lexical competence and quality of language output?
2. how to teach lexical chunks to students? What role does lexical chunks play in students' language output ability?
3. what is the tendency of learners to use different types of lexical chunks in language output?
The authors followed three steps of action research and three rounds of teaching activities. Each round of teaching activities lasted for one month.
Before the teaching experiment, the author first designed a test consisting of multiple choices and writing, that is, the pretest. The purpose is to understand the students' ability of lexical chunks and the status of writing. In order to make adequate preparation for the teaching plan. In the course of teaching experiments, the author constantly observe the performance of the students in the experiment and reflect on the teaching of lexical chunks. At the end of the first round of teaching, the interview and the writing test, namely, the middle test, were carried out in the first round of teaching activities. According to the students' interview feedback and test results, the first teaching activities were adjusted and the next action plan was defined. Before the end of the second round of teaching activities, the author observed that the use of lexical chunks in the students' writing still existed. For some questions, second interviews were conducted. According to the interview results, second adjustments were made to the teaching activities, and the third round of teaching activities plan was formulated.
After the end of the third round of teaching, third tests including multiple choices and writing were carried out, that is, the post test. The author collected the scores in the three tests, the number of words in the writing and the types of lexical chunks. At the same time, the author made a questionnaire to understand the students' attitude to the teaching of lexical chunks in this semester. A questionnaire survey shows that after a semester of lexical chunks, students have a clear sense of lexical chunks in English learning and enhance their confidence and interest in English writing.
Through the data analysis of the three tests, the feedback from the two interviews and a questionnaire, the author draws the following results:
1. there is a positive correlation between lexical competence and quality of language output.
2. lexical chunks can cultivate students' awareness of lexical chunks and help to improve fluency, accuracy and authenticity of language output.
3. students have different degrees of mastery and application of different types of lexical chunks, and lexical chunks used for text organization are most easily mastered and applied by students.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H09

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