基于语块理论的高中英语词汇教学研究

发布时间：2018-03-17 00:38

本文选题：语块理论　切入点：英语词汇教学　出处：《青海师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：基于语块理论的语言教学是由Michael Lewis在1993年出版的著作The Lexical Approach:The State of ELT and a New Way Forward所提出的一种新的语言教学方法。其核心观点就是“语言是由语法化的词汇,而不是词汇化的语法构成的”。也就是说,语言教学应该以词汇为重点。这一理论从根本上颠覆了传统的语言教学观念。目前,基于语块理论的语言教学,其优势已经逐渐被人们所认可,并俨然成为国内外现代英语教学和研究的一个热门领域。同样,近年来这一理论也已被运用到高中英语词汇教学当中。随着教育国际化的发展,新课程标准对高中生的英语词汇量水平和词汇运用能力提出了更高的要求。由于语块兼具语法和词汇的特征,它以整体行为被记忆储存,并在交际时被整体提取,所以语块对词汇学习和使用具有重要的意义。本研究以语块理论为指导,将该理论运用到高中英语词汇教学中,旨在探究其教学效果,提出相应的基于语块理论的具体教学模式,并给与词汇教学一定的启示。本论文采用问卷调查和测试为主、课堂观察和课后反思为辅的研究方法,以甘肃省平凉市第一中学高一(3)班和高一(4)班的学生为研究对象,进行了为期一学期(2015.09.01——2016.01.12)的教学实验。在学期初和学期末分别做了前问卷调查、前测、后问卷调查以及后测,然后收集整理实验数据,并通过SPSS 17对实验数据进行分析,结合期间对他们进行的课堂观察和课后反思记录,得出以下三方面的结论:一、提出基于语块理论的高中英语词汇教学的具体模式:识别语块;理解语块;提取语块以及运用语块。二、取得基于语块理论的高中英语词汇教学的积极教学效果:增强英语词汇学习的效率;缓解了复杂的语法学习的压力;提高了学生的英语词汇语用能力。三、总结对英语词汇教学的启示:在英语教学中培养学生语块意识;引导学生使用相应的语块学习策略;平衡基于语块理论的词汇教学与传统词汇教学。
[Abstract]:Language teaching based on chunk theory is a new language teaching method proposed by The Lexical Approach:The State of ELT and a New Way Forward published by Michael Lewis in 1993. Instead of lexicalized grammar, "... that is, language teaching should focus on vocabulary. This theory fundamentally upends the traditional concept of language teaching. At present, language teaching based on chunk theory," Its advantages have been gradually recognized and become a hot field of modern English teaching and research at home and abroad. Similarly, in recent years, this theory has also been applied to senior high school English vocabulary teaching. The new curriculum standards put forward higher requirements for high school students' English vocabulary level and vocabulary application ability. Because chunks have the characteristics of grammar and vocabulary, they are stored as whole behaviors and extracted from the whole in communication. Therefore, lexical chunks are of great significance to vocabulary learning and use. This study is guided by the theory of lexical chunks and applies the theory to the teaching of English vocabulary in senior high schools, with a view to exploring its teaching effects. This paper proposes a specific teaching model based on chunk theory, and gives some enlightenment to vocabulary teaching. This thesis adopts the research method of questionnaire and test, supplemented by classroom observation and reflection after class. Taking the students of Grade 3 and Grade 4 of the first Middle School of Pingliang City, Gansu Province as the research objects, the teaching experiment was carried out for one semester from May 09.01 to January 12, 2016.At the beginning of the semester and the end of the semester, the former questionnaire, the pre-test, the post-questionnaire and the post-test were made respectively. Then collect and organize the experimental data, and analyze the experimental data through SPSS 17, combined with the classroom observation and after-class introspection records, draw the following three conclusions: first, This paper proposes a specific model for senior high school English vocabulary teaching based on the theory of lexical chunks: identifying chunks, understanding chunks, extracting chunks and using chunks. To obtain the positive teaching effect of high school English vocabulary teaching based on chunk theory: to enhance the efficiency of English vocabulary learning; to relieve the pressure of complicated grammar learning; to improve the students' English vocabulary pragmatic competence. The enlightenment to English vocabulary teaching is summarized as follows: to cultivate students' chunks awareness in English teaching; to guide students to use corresponding learning strategies; to balance lexical teaching based on lexical chunks theory with traditional lexical teaching.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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