词块对高中学生英语写作影响的实证研究

发布时间：2018-02-25 07:15

本文关键词： 词块词块教学法写作技能对照分析　出处：《青岛大学》2017年硕士论文　论文类型：学位论文

【摘要】：词块融合了语法、语境和语义的优势,是英语学习中的一项重要内容,有助于学习者减轻语言学习的压力,促进更为准确地道的表达。本研究主要以某一所高中高一两个班学生期中考试测试卷的60份作文为研究材料,根据作文分数将其分为30份高分作文与30份低分作文,对其中出现的词块进行归类分析。以Nattinger和DeCarrico(2000)对词块的四种分类为基础,并结合Lewis(1997)的分类方法,将本研究中出现的词块分为五类,分别是多词词组,固定搭配,限制性短语框架,句型框架和惯用表达。本文采用定量与定性相结合的方法,通过SPSS 22.0及Excel,对高低分组的词块进行了对照分析,旨在探讨两组学生的词块使用频率的差异、词块数量与成绩的相关性、同类词块使用上的差异性,以及表达同一功能的词块使用的差异性。另外,本研究进行了120份调查问卷及6份访谈,以此来进一步了解学生在写作中的词块使用情况。研究结果表明,第一,两组学生在词块使用上存在明显的差异性,高分组学生在词块使用数量及频率上高于低分组学生,说明高分组学生对词块的掌握与运用能力高于低分组学生。第二,词块数量与成绩存在显著相关性,说明正确的词块使用数量越高,成绩也会随之提高。第三,两组学生在固定搭配、多词词组、句型框架的使用上存在明显的差异性,而在限制性短语框架及惯用表达的使用上差异不明显,这说明学生的写作成绩在很大程度上受到固定搭配、多词词组及句型框架三类词块的影响。第四,高分组学生使用固定搭配及句型框架的正确率远远高于低分组学生,表明高分组学生能够更熟练且正确地运用此类词块。第五,在使用表达同一功能的词块时,高分组学生能够提取更多不同的词块来进行表达,而低分组学生则倾向于重复使用一些简单的词块。另外,调查问卷及访谈结果表明高一学生对词块的学习及其在写作中的应用整体上持乐观态度,但是他们并没有找到高效的方法来学习和使用词块,因此仍然需要进一步的探索。总之,正确使用词块能够提高高中英语写作成绩,教师与学生都应该提高词块意识,扩大词块量,更好地通过使用词块来提高写作水平。
[Abstract]:Lexical chunks, which combine the advantages of grammar, context and semantics, are an important part of English learning and can help learners to lighten the pressure of language learning. To promote more accurate expression of the Tao. This study was based on 60 compositions from the midterm examination papers of two high school students in a high school, and divided them into 30 high score compositions and 30 low score compositions according to the composition scores. Based on the classification of lexical chunks by Nattinger and de Carrico 2000 and combining with Lewis 1997), the lexical chunks in this study are divided into five categories, namely, multi-word phrases, fixed collocations, and restrictive phrase frames. This paper uses quantitative and qualitative methods to compare and analyze lexical chunks of high and low groups by using SPSS 22.0 and Excel. The purpose of this paper is to explore the differences in the frequency of lexical chunks used by the two groups of students. The correlation between the number of lexical chunks and achievements, the differences in the use of similar chunks, and the differences in the use of lexical chunks expressing the same function. In addition, 120 questionnaires and 6 interviews were conducted. The results show that, first, there are significant differences in the use of lexical chunks between the two groups, and the number and frequency of the use of lexical chunks in the high score group are higher than those in the low group students. It shows that the students of high score group have higher ability of mastering and using lexical chunks than those of low group students. Second, there is a significant correlation between the number of lexical chunks and their achievement, which indicates that the higher the number of correct lexical chunks used, the higher the scores will be. There were significant differences in the use of fixed collocation, multi-word phrases and sentence pattern frames between the two groups, but there was no significant difference in the use of restrictive phrase frames and idiomatic expressions. This shows that students' writing scores are largely influenced by fixed collocations, multi-word phrases and three types of lexical chunks. 4th, the correct rate of using fixed collocations and sentence frames in high score group is much higher than that in low group students. The results show that the students in the high score group can use this kind of lexical chunks more skillfully and correctly. 5th, when using the lexical chunks that express the same function, the students in the high score group can extract more different lexical chunks for expression. In addition, the questionnaire and interview results showed that the freshmen were optimistic about the learning of lexical chunks and their application in writing. However, they have not found an efficient way to learn and use lexical chunks, so they still need further exploration. In short, the correct use of lexical chunks can improve high school English writing performance. Teachers and students should raise the awareness of lexical chunks. Enlarge the amount of lexical chunks and improve the writing level by using lexical chunks.
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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