改进初中生英语词汇学习效果：词块法指导下的一项行动研究

发布时间：2018-05-04 23:14

本文选题：词块 + 词汇教学　；参考：《贵州师范大学》2017年硕士论文

【摘要】：词汇,作为语言的基本构成单位,对于语言学习者来说至关重要,而对于英语学习者来说,学习掌握好词汇更是学好英语的基础。在人的实际交际话语中,有大量的信息都是通过处于单词和短语之间的固定或半固定的语言单位来实现的。而这些固定或半固定的短语,词组,搭配或句型就叫做词块。迈克.刘易斯(1993)是词块理论的代表人物。根据他的理论,他认为词块是语言的核心。在学习词汇时如果以词块为输入单位,不仅可以有助于理解新单词,提高记忆效率,还能够提高学生对语言的应用能力,提升交际效果。初中生处在英语学习的初始阶段,因此能够有效的理解,记忆和运用词汇便显得尤为重要。然而,在当前的初中英语词汇教学中,教师机械,割裂的教授词汇,学生被动地接受词汇是一个普遍现象。本研究以贵阳十八中初一四班的学生为对象,旨在研究词块法在初中英语词汇教学中的实际运用效果。本研究的研究问题主要是词块法是否能够帮助学生提高他们的单词搭配意识;词块法是否有助于增强词汇的记忆效果;词块法是否有助于提高词汇运用的有效性;如果答案是肯定的,那么词块法是怎样实现这些学习目标的为解决上述问题,作者根据学生的实际英语水平和认知规律出发,设计了涉及词汇学习不同方面的词汇测试对实施了词块教学法后学生的词汇能力进行检测,并通过问卷调查,访谈等方法对实施了词块法后学生在单词学习的不同方面的变化进行了解。结果表明,词块法的运用的确在提高学生的单词搭配意识,提高词汇记忆效率,提高词汇运用的有效性方面都有积极影响。本文由六个部分组成。第一章对研究的背景进行了介绍,该研究是在Lewis的词块教学法的提出下进行的,以及介绍了研究的动机和意义。第二章笔者对词块的定义,分类进行了阐述,同时对国内外有关词块的相关研究进行了回顾并对该研究涉及到的理论知识进行了介绍。第三章具体阐述了该研究的研究问题,研究的参与者,研究所用的教学材料以及研究计划。第四章是对整个研究的各个阶段的实施过程进行了介绍,包括具体的实施过程和相关的反思。第五章是对研究所得数据的数据分析。第六章对本研究的结论,对教学方面的启示进行了阐述,同时也指出了本研究的不足之处,并对未来的研究方向进行了有关介绍。
[Abstract]:Vocabulary, as the basic unit of language, is very important for language learners, but for English learners, learning and mastering vocabulary is the basis of learning English well. In a person's actual communicative discourse, a great deal of information is achieved through fixed or semi-fixed linguistic units between words and phrases. These fixed or semi-fixed phrases, phrases, collocations, or sentence patterns are called chunks. Mike. Lewis (1993) is a representative of lexical chunks theory. According to his theory, he thinks lexical chunks are the core of language. When we use lexical chunks as input units, we can not only help to understand new words, improve memory efficiency, but also improve students' ability to apply language and improve communication effect. Junior high school students are in the initial stage of English learning, so it is very important to understand, memorize and use vocabulary effectively. However, in the present junior middle school English vocabulary teaching, it is a common phenomenon that teachers teach vocabulary mechanically and students accept vocabulary passively. The purpose of this study is to study the practical application of lexical chunks in junior high school English vocabulary teaching. The main research questions in this study are whether lexical chunks can help students to improve their awareness of collocation, whether lexical chunks help to enhance the memory of vocabulary, and whether lexical chunks can help to improve the effectiveness of lexical use. If the answer is yes, how does the lexical chunks approach achieve these learning goals? in order to solve the above problems, the author proceeds from the students' actual English proficiency and cognitive rules. A vocabulary test involving different aspects of vocabulary learning is designed to test the students' vocabulary ability after the implementation of the lexical chunks teaching method, and a questionnaire survey is carried out. Interviews and other methods were used to understand the changes in different aspects of word learning after the implementation of lexical chunks. The results show that the use of lexical chunks does have a positive effect on improving the students' awareness of collocation, improving the efficiency of vocabulary memory and improving the effectiveness of lexical use. This paper consists of six parts. The first chapter introduces the background of the study, which is based on Lewis's lexical chunks teaching method, and introduces the motivation and significance of the study. In the second chapter, the author expatiates on the definition and classification of lexical chunks, reviews the related researches at home and abroad and introduces the theoretical knowledge involved in this study. The third chapter elaborates the research problems, the participants, the teaching materials and the research plan. The fourth chapter introduces the implementation process of the whole research, including the specific implementation process and related reflection. The fifth chapter is the data analysis of the data obtained from the study. In the sixth chapter, the conclusion of this study is discussed, and the enlightenment of teaching is discussed. At the same time, the deficiency of this study is pointed out, and the research direction in the future is introduced.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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