本文關(guān)鍵詞： 語(yǔ)塊 語(yǔ)塊教學(xué)法 高中英語(yǔ)閱讀教學(xué)　出處：《延安大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：閱讀理解是第二語(yǔ)言學(xué)習(xí)獲得知識(shí)的一種重要方式,它與語(yǔ)言學(xué)習(xí)是相互依存的,沒有閱讀就沒有語(yǔ)言學(xué)習(xí)。在當(dāng)今的語(yǔ)言教學(xué)中不爭(zhēng)的事實(shí)是:閱讀能力的培養(yǎng)是聽、說、讀、寫這四種基本能力培養(yǎng)中的最大難題。很多學(xué)生認(rèn)為,自己投入了大量的時(shí)間學(xué)習(xí)外語(yǔ),卻仍然無(wú)法順暢閱讀。同時(shí),目前外語(yǔ)教學(xué)界探討的焦點(diǎn)也是:如何在英語(yǔ)學(xué)習(xí)過程中培養(yǎng)學(xué)生的閱讀能力、提高學(xué)生的閱讀速度和流利性。Perfetti(1985)的語(yǔ)言效率理論(Verbal Efficiency Theory)中指出,許多閱讀理解的困難都是由于詞匯能力的缺乏而引起的。鑒于此,筆者嘗試從語(yǔ)言理論的最新發(fā)展——語(yǔ)塊理論的角度探討語(yǔ)塊在高中英語(yǔ)閱讀教學(xué)中的作用和效果。尹枝萍在2013年做了個(gè)調(diào)查,認(rèn)為學(xué)者對(duì)語(yǔ)塊研究的關(guān)注程度從2004年以后逐年增多。語(yǔ)塊,簡(jiǎn)言之,即那些在結(jié)構(gòu)上具有相對(duì)穩(wěn)定性、形式上具有整體性和語(yǔ)義上具有約定性,不僅能夠反映真實(shí)的語(yǔ)言情境,而且集合語(yǔ)法、語(yǔ)義和語(yǔ)境的優(yōu)點(diǎn)的語(yǔ)言單位或結(jié)構(gòu)。它的出現(xiàn),不僅有助于培養(yǎng)學(xué)生的語(yǔ)篇理解能力,而且使詞匯及搭配擴(kuò)展到語(yǔ)句甚至語(yǔ)篇的范圍。因此,語(yǔ)塊的有效習(xí)得,會(huì)使學(xué)生的注意力從獨(dú)立的單詞轉(zhuǎn)移到較長(zhǎng)的語(yǔ)篇結(jié)構(gòu)上,從而使文章結(jié)構(gòu)清晰,有利于學(xué)生在整體上把握文章的思路。同時(shí),它對(duì)第二語(yǔ)言的生成和發(fā)展也有很大的促進(jìn)作用,且有助于第二語(yǔ)言學(xué)習(xí)者閱讀理解能力的提高,這對(duì)高中英語(yǔ)閱讀教學(xué)起到了積極的作用。鑒于上述原因,本文主要研究三個(gè)問題:1.語(yǔ)塊理論是否對(duì)高中生的閱讀理解能力有積極影響?2.在實(shí)驗(yàn)前后,學(xué)生對(duì)于閱讀的認(rèn)識(shí)是否有變化?3.在閱讀教學(xué)中,運(yùn)用語(yǔ)塊理論如何指導(dǎo)學(xué)生進(jìn)行閱讀?為解決以上三個(gè)問題,本實(shí)驗(yàn)選取了洛川中學(xué)高一兩個(gè)平行班的102名學(xué)生進(jìn)行了為期3個(gè)月的教學(xué)實(shí)驗(yàn),從10月8日到1月9日,除去國(guó)家法定假日,共計(jì)14周。實(shí)驗(yàn)前在實(shí)驗(yàn)班進(jìn)行了問卷調(diào)查,同時(shí)對(duì)兩個(gè)班級(jí)進(jìn)行前測(cè),前測(cè)材料為第一學(xué)期第一次月考試卷,并對(duì)前測(cè)結(jié)果進(jìn)行了t-檢驗(yàn),P=0.985㧐0.05證明兩個(gè)班級(jí)無(wú)顯著差異。實(shí)驗(yàn)時(shí),由筆者采用不同的閱讀教學(xué)方法來教授兩個(gè)班級(jí),即實(shí)驗(yàn)班采用語(yǔ)塊教學(xué)法,對(duì)照班采用傳統(tǒng)教學(xué)法。實(shí)驗(yàn)后,對(duì)實(shí)驗(yàn)班進(jìn)行問卷調(diào)查,并對(duì)兩個(gè)班級(jí)進(jìn)行后測(cè),后測(cè)材料為第一學(xué)期期末試卷,同時(shí)對(duì)后測(cè)結(jié)果進(jìn)行t-檢驗(yàn),P=0.00㩳0.01證明兩個(gè)班級(jí)有顯著差異。研究數(shù)據(jù)表明,實(shí)驗(yàn)后,實(shí)驗(yàn)班的總成績(jī)以及平均閱讀理解成績(jī)顯著高于對(duì)照班,并且與前測(cè)結(jié)果相比有較大提高。因此,在英語(yǔ)閱讀教學(xué)中使用語(yǔ)塊理論是行之有效的。
[Abstract]:Reading comprehension is an important way for second language learning to acquire knowledge. It is interdependent with language learning. There is no language learning without reading. In today's language teaching, it is an indisputable fact that the cultivation of reading ability is listening and speaking. Reading and writing are the biggest problems in the development of these four basic abilities. Many students think that they spend a lot of time learning a foreign language, but still can't read smoothly. At the same time, At present, the focus of foreign language teaching is how to develop students' reading ability and improve their reading speed and fluency in the process of English learning. Many of the difficulties in reading comprehension are caused by a lack of lexical competence. The author attempts to explore the role and effect of chunks in English reading teaching in senior high school from the perspective of the latest development of language theory--the theory of lexical chunks. In 2013, Yin Zhiping made a survey. It is believed that scholars have paid more and more attention to the study of lexical chunks since 2004. In short, chunks, in short, are relatively stable in structure, holistic in form and conventionally in semantics. A linguistic unit or structure that not only reflects the real language situation, but also gathers the advantages of grammar, semantics and context. Furthermore, lexical and collocation can be extended to the range of sentences and even discourse. Therefore, the effective acquisition of lexical chunks will shift students' attention from independent words to longer text structures, thus making the structure of the text clear. At the same time, it can promote the formation and development of the second language and improve the reading comprehension ability of the second language learners. This has played a positive role in English reading teaching in senior high school. For the above reasons, this paper focuses on three questions: 1. Does chunk theory have a positive impact on the reading comprehension of senior high school students? 2.Is there any change in the students' understanding of reading before and after the experiment? 3. How to guide students to read by using chunk theory in reading teaching? In order to solve the above three problems, this experiment selected 102 students from two parallel classes in Luochuan Middle School to carry out a three-month teaching experiment, from October 8th to January 9th, except for the national statutory holidays. A total of 14 weeks. A questionnaire survey was conducted in the experimental class before the experiment, and two classes were tested before the test. The pre-test material was the first month test paper of the first semester. 0.05 proves that there is no significant difference between the two classes. In the experiment, the author uses different reading teaching methods to teach the two classes, that is, the experimental class adopts the block teaching method, the control class adopts the traditional teaching method. After the experiment, the experimental class is investigated with a questionnaire. Two classes were tested in the end of the first semester, and the test results were tested by t- test P0. 00. The experimental results show that the total scores and the average reading comprehension scores of the experimental class are significantly higher than those of the control class, and are higher than those of the control class. It is effective to use chunk theory in English reading teaching.
【學(xué)位授予單位】：延安大學(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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