基于词块的英语词汇教学对促进高中生英语写作的实验研究

发布时间：2018-06-08 10:13

本文选题：词块 + 词块理论　；参考：《五邑大学》2017年硕士论文

【摘要】：自从上世纪Lewis提出词块法后,词块用于二语教学受到越来越多的重视。在自然语言中存在着大量固定或半固定的词块,被看作是语言的最小单位。由于词块结合了语法结构和语用功能,在交际中优势明显。作者认为基于词块的词汇教学有利于词块习得和语言的输出。英语写作是学习外语中最重要的一项技能,为了提高高中学生的英语写作能力,笔者尝试把词块理论运用到英语课堂教学中,探索词块对于提高高中生英语写作能力的影响。本研究采用实验研究方法,以江门市新会华侨中学高一年级的两个班级为实验对象,通过为期三个半月的教学实验,探索词块教学法对高中学生英语写作成绩的影响。来自高一(7)班和高一(8)班的124位同学作为本次实验的对象。这两个班随机划分为一个实验班,另一个班作为对照班,这两个班的英语课都是由笔者执教。在对照班采用传统的以语法和单个词汇为主的教学方法,而在实验班,采用词块教学法教学。实验试图回答三个问题:1.相对于传统的教学法,基于词块的词汇教学法是否对提高高中生的作文水平更有帮助?2.基于词块的词汇教学对学生作文的准确性有怎样的影响?3.词块的使用数量与作文成绩有什么联系?三个半月后,实验结果显示实验班的学生的作文成绩有明显的进步。实验班学生在写作中运用词块的数量明显比对照班多。这个研究结果与2008年Schmitt的研究结果相一致,也就是说,把词块应用于词汇教学对于学生作文的准确性和流畅性有积极的影响。因此可以得出结论,词块教学能有效提高学生在写作中运用词块的意识,从而提高他们作文的准确性和流畅性。总之,以词块为基础的词汇教学对于提高学生的作文水平有积极的影响。可以说,以词块为基础的词汇教学的重点是教授多词词块,它可以有效地培养高中生的写作能力以及二语能力的持续发展。
[Abstract]:Since Lewis put forward lexical chunks in the last century, more and more attention has been paid to the use of lexical chunks in L2 teaching. There are a large number of fixed or semi-fixed lexical chunks in natural languages, which are regarded as the smallest units of language. Because lexical chunks combine grammatical structure with pragmatic function, they have obvious advantages in communication. The author holds that lexical teaching based on lexical chunks is beneficial to lexical chunks acquisition and language output. English writing is the most important skill in learning a foreign language. In order to improve high school students' English writing ability, the author tries to apply lexical chunks theory to English classroom teaching to explore the influence of lexical chunks on improving senior high school students' English writing ability. Based on the experimental research method, this paper explores the effect of lexical block teaching method on the English writing achievement of senior high school students in Jiangmen Xinhui overseas Chinese Middle School through a three-and-a-half month teaching experiment. 124 students from Grade 7 and Grade 8 are the subjects of this experiment. The two classes are randomly divided into an experimental class and a control class. The English classes in both classes are taught by the author. The traditional grammar and single vocabulary teaching methods are adopted in the control class, while the lexical block teaching method is used in the experimental class. The experiment tried to answer three questions: 1. Compared with the traditional teaching method, the lexical teaching method based on lexical chunks is more helpful to improve the writing ability of senior high school students. How does lexical teaching based on lexical chunks affect students' composition accuracy? What is the relationship between the number of lexical chunks and composition achievement? Three and a half months later, the results of the experiment showed that the students in the experimental class had improved their composition scores. The number of lexical chunks in the experimental class was significantly higher than that in the control class. This study is consistent with Schmitt's findings in 2008, that is, the application of lexical chunks to lexical teaching has a positive impact on the accuracy and fluency of students' compositions. Therefore, we can draw a conclusion that lexical chunks teaching can effectively improve students' awareness of using lexical chunks in their writing, thus improving the accuracy and fluency of their compositions. In a word, lexical teaching based on lexical chunks has a positive effect on improving students' composition level. It can be said that the emphasis of lexical teaching based on lexical chunks is to teach multi-lexical chunks, which can effectively cultivate the writing ability of senior high school students and the sustainable development of their second language ability.
【学位授予单位】：五邑大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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