本文關(guān)鍵詞：英語(yǔ)詞塊學(xué)習(xí)模式的運(yùn)用：一項(xiàng)高中英語(yǔ)寫作教學(xué)的實(shí)證研究　出處：《貴州師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：外語(yǔ)寫作是外語(yǔ)學(xué)習(xí)中的一大難點(diǎn),英語(yǔ)寫作又是高中生英語(yǔ)能力的重要組成部分,他們覺(jué)得寫作中難以避免語(yǔ)法詞匯錯(cuò)誤,而寫作得體或符合慣用表達(dá)則是更大的挑戰(zhàn),這意味寫作中往往措辭不當(dāng)和搭配不當(dāng),其原因在于以漢語(yǔ)語(yǔ)言結(jié)構(gòu)而非英語(yǔ)語(yǔ)言結(jié)構(gòu)進(jìn)行寫作。為了解決這一問(wèn)題,本論文采用了以詞塊方法為理論基礎(chǔ)的寫作模式,在高中英語(yǔ)教學(xué)中進(jìn)行了該寫作模式的實(shí)驗(yàn)。詞塊作為形式與功能的結(jié)合體,與學(xué)生的寫作水平存在著顯著的關(guān)系。詞塊在英語(yǔ)作文中可以加快信息的產(chǎn)出,同時(shí)在英語(yǔ)語(yǔ)言輸入與輸出的過(guò)程中起到了重要作用。而中國(guó)學(xué)生在詞塊的使用上卻存在著詞塊知識(shí)匱乏和詞塊使用不足等情況。因此,論文以Michael Lewis的詞塊教學(xué)法為理論基礎(chǔ)并將其與教學(xué)實(shí)際相結(jié)合,目的在于發(fā)現(xiàn)在當(dāng)?shù)貙W(xué)習(xí)環(huán)境下,是否這種模式有效地被使用在高中英語(yǔ)寫作教學(xué)中,并且影響了學(xué)生的寫作輸出。在為期一個(gè)學(xué)期的教學(xué)實(shí)驗(yàn)中,共有來(lái)自貴陽(yáng)一中高一年級(jí)兩個(gè)平行班的94名學(xué)生參加。這兩個(gè)班級(jí)均由筆者擔(dān)任英語(yǔ)教師。實(shí)驗(yàn)采取隨機(jī)的方式將被試分為控制班和實(shí)驗(yàn)班,并對(duì)兩班采用不同的教學(xué)方法。實(shí)驗(yàn)班采用詞塊教學(xué)寫作模式,注重培養(yǎng)學(xué)生的詞塊意識(shí)和積累、運(yùn)用詞塊的能力;而控制班采用傳統(tǒng)的教學(xué)模式,注重對(duì)于詞匯和語(yǔ)法的講授。在實(shí)驗(yàn)前和實(shí)驗(yàn)后分別收集了控制班和實(shí)驗(yàn)班的寫作樣本。所有樣本在經(jīng)過(guò)作文評(píng)分和電腦計(jì)算相關(guān)數(shù)據(jù)后,實(shí)驗(yàn)得到的數(shù)據(jù)用獨(dú)立樣本T檢驗(yàn)的方法進(jìn)行統(tǒng)計(jì)和分析。數(shù)據(jù)分析顯示,學(xué)生正確的詞塊使用數(shù)量越多,那么他們的寫作技能就能得到越多。如果學(xué)生掌握的都是相對(duì)固定的語(yǔ)法結(jié)構(gòu)的詞塊目標(biāo)語(yǔ)中的習(xí)語(yǔ),他們就能正確地運(yùn)用這些詞塊,并且使得語(yǔ)言表達(dá)更為恰當(dāng)并符合英語(yǔ)表達(dá)習(xí)慣。研究結(jié)果顯示,與傳統(tǒng)教學(xué)模式相比,詞塊教學(xué)模式能夠在英語(yǔ)寫作中培養(yǎng)學(xué)生記憶詞塊和創(chuàng)造性地使用詞塊的行為習(xí)慣。通過(guò)詞塊寫作模式的實(shí)踐,學(xué)生們提高了詞塊使用的意識(shí),并且能夠充分利用詞塊在他們的作文中,從而使得英語(yǔ)作文流暢與準(zhǔn)確。關(guān)于有效運(yùn)用詞塊教學(xué)在英語(yǔ)寫作、聽(tīng)力以及其它技能,并由此使詞塊能夠在高中英語(yǔ)教學(xué)中起到積極有效的作用。
[Abstract]:Foreign language writing is a major difficulty in foreign language learning, and English writing is an important part of high school students' English ability. They find it difficult to avoid grammatical and lexical errors in their writing. Writing appropriately or in line with idiomatic expressions is a greater challenge, which means that writing is often misworded and mismatched. In order to solve this problem, this thesis adopts the lexical chunks approach as the theoretical basis of writing. As a combination of form and function, lexical chunks have a significant relationship with students' writing level. Lexical chunks can accelerate the output of information in English compositions. At the same time, it plays an important role in the process of input and output of English language. However, there is a lack of knowledge of lexical chunks and insufficient use of lexical chunks in the use of lexical chunks by Chinese students. This paper is based on Michael Lewis's lexical chunks teaching method and combines it with the teaching practice. The purpose of this paper is to find out that in the local learning environment. Whether this model is effectively used in high school English writing teaching and affects the students' writing output. A total of 94 students from two parallel classes of Grade one in Guiyang High School attended. The two classes were both English teachers. The experiment randomly divided the subjects into control class and experimental class. Different teaching methods are adopted in the two classes. The experimental class adopts the writing mode of lexical chunks, pays attention to the cultivation of students' consciousness and accumulation of lexical chunks and the ability of using lexical chunks; The control class adopts the traditional teaching mode. Focus on the teaching of vocabulary and grammar. Before the experiment and after the experiment collected the control class and the experimental class of writing samples. All the samples after composition score and computer calculation of relevant data. The data obtained from the experiment are statistically analyzed by independent sample T test. The data analysis shows that the more students use correct lexical chunks. If the students master the idioms in the lexical chunks with relatively fixed grammatical structures, they will be able to use the lexical chunks correctly. And make language expression more appropriate and in line with English expression. The results show that compared with the traditional teaching model. Lexical chunks teaching mode can cultivate students' behavior habits of memorizing lexical chunks and using lexical chunks creatively in English writing. Through the practice of lexical chunks writing mode, students can improve their awareness of using lexical chunks. And can make full use of lexical chunks in their compositions, so as to make English composition smooth and accurate. About the effective use of lexical chunks teaching in English writing, listening and other skills. Therefore, lexical chunks can play a positive and effective role in senior English teaching.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：1398011