高三英语学生应用文写作中词块使用情况研究

发布时间：2018-08-28 05:58

【摘要】：词块的研究可以追溯到20世纪70年代。在语料库语言学的快速发展下,越来越多的研究不断关注词块在语言习得和运用中的地位和作用,比如词块在英语写作的运用调查研究。早前的词块研究主要关注与词块的分类和频率的分析而较少关注词块在二语或外语习得者运用的准确性上。本研究主要目的是比较高三不同水平的英语学习者词块使用的频率和准确率的不同。本研究基于Lewis(1997)的词块理论和词块的分类,选取上饶县二中101位高三学生作为研究对象,比较在51份高分作文和50份低分作文中词块的频率和准确性的不同。同时作者还分析了词块的使用与作文质量的相关性。为了解学生学习词块的策略,作者跟踪问卷调查了学生学习词块的策略,这也给今后英语书面表达的学习和教学一个深远的启发。本研究结果显示,首先与低分组相比高分组学生不仅可以写出更长的作文而且可以使用更多的词块来表达,词块使用频率更高。另外搭配类词块在两者学生中占最大比例。其次,通过独立样本T检验,可以得出高分组比低分组显著意义上使用更多的多词词块、搭配类词块和句型框架及引语。但惯用表达词块上两组没有显著不同。另外,高分组在同类词块中准确率比低分组高,尤其是惯用表达词块。这表明低分组学生更倾向于在书面表达中使用更多的口语化的词语。多词词块在两组中的准确率最高。第三,多词词块、搭配类词块、句型框架与引语和作文分数间都有显著正相关,而惯用表达与作文分数有负相关但无显著意义。最后,通过问卷调查分析,学生对词块持中立态度,词块学习策略超过中等水平。以上结果表明,教师应更多关注词块的教学,培养学生词块学习意识和学习策略。学生也应重视词块的复习和积累以提高写作水平。
[Abstract]:The study of lexical chunks dates back to the 1970 s. With the rapid development of corpus linguistics, more and more researches focus on the role of lexical chunks in language acquisition and application, such as the use of lexical chunks in English writing. Previous lexical chunks mainly focus on the classification and frequency analysis of lexical chunks, but less on the accuracy of lexical chunks in the use of L2 or foreign language learners. The purpose of this study is to compare the frequency and accuracy of lexical chunks used by English learners at different levels in Senior three. Based on Lewis's theory of lexical chunks (1997) and the classification of lexical chunks, this study selects 101-year senior middle school students in Shangrao County as the research object, and compares the frequency and accuracy of lexical chunks in 51 high-score compositions and 50 low-score compositions. At the same time, the author also analyzes the correlation between the use of lexical chunks and composition quality. In order to find out the strategies of learning lexical chunks, the author has investigated the strategies of learning lexical chunks by questionnaire, which is also a profound inspiration for the study and teaching of English written expressions in the future. The results show that students with high scores can not only write longer compositions but also use more lexical chunks to express them. In addition, collocation lexical chunks account for the largest proportion of both students. Secondly through independent sample T test it can be concluded that the high score groups significantly use more multi-word lexical chunks collocation lexical chunks and sentence structure frames and quotations than those in the lower groups. However, there was no significant difference between the two groups in idiomatic lexical chunks. In addition, the accuracy of high score group is higher than that of low group, especially in idiomatic lexical chunks. This suggests that low-group students tend to use more colloquial words in written expressions. The accuracy of multi-word chunks was the highest in the two groups. Thirdly, there are significant positive correlations between multi-word chunks, collocation lexical chunks, sentence pattern frames and quotation and composition scores, while idiomatic expressions have negative correlation with composition scores but have no significant significance. Finally, the questionnaire analysis shows that the students have a neutral attitude towards lexical chunks, and the learning strategies of lexical chunks exceed the average level. The results show that teachers should pay more attention to the teaching of lexical chunks and cultivate students' learning consciousness and learning strategies. Students should also pay attention to the review and accumulation of lexical chunks in order to improve their writing level.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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