詞塊教學(xué)法在高中英語聽力教學(xué)中的應(yīng)用研究
發(fā)布時(shí)間：2018-07-14 07:30
【摘要】：英語聽力作為語言輸入的重要途徑之一,是英語學(xué)習(xí)的基礎(chǔ)和語言輸出的前提。毫無疑問,英語聽力在語言學(xué)習(xí)中起到了重要作用。在實(shí)際教學(xué)中,聽力是一種較難提高的語言技能。很多學(xué)者和英語教師采取了諸多措施和方法對英語聽力教學(xué)進(jìn)行研究探討和實(shí)踐,其效果有所改善,但是仍然不盡人意。鑒于此,作者在教學(xué)中試圖將詞塊教學(xué)法運(yùn)用在英語聽力教學(xué)中,并期待這種方法對提高學(xué)生的聽力能力有所幫助。語料庫和計(jì)算機(jī)語言學(xué)的研究表明,語言中有許多固定和半固定的多詞結(jié)構(gòu)或句子,它們出現(xiàn)頻率高,可以被整體記憶,儲存并直接提取使用,這種語言結(jié)構(gòu)叫做詞塊。詞塊是一種語言現(xiàn)象,它是詞義,語法和語境的結(jié)合體,兼具詞匯和語法的特征。詞塊結(jié)構(gòu)可以幫助語言使用者加快語言處理速度,提高準(zhǔn)確性和流利性。詞塊為大家提供了一個(gè)全新的教學(xué)方向。很多語言學(xué)習(xí)者多次進(jìn)行了大量的實(shí)驗(yàn)研究,結(jié)果表明,詞塊教學(xué)法對英語學(xué)習(xí)者具有有效性,不過目前詞塊教學(xué)法更多關(guān)注的是口語與寫作能力的提高,而對詞塊與聽力教學(xué)的關(guān)系研究相對較少。本研究將探討詞塊教學(xué)法應(yīng)用到高中英語聽力教學(xué)中的效果以及對聽力教學(xué)的啟示。此研究問題為(1)詞塊教學(xué)法是否提高了學(xué)生的詞塊意識?(2)與傳統(tǒng)聽力教學(xué)法相比,詞塊教學(xué)法是否更有利于聽力水平的提高?研究對象是錦州市某一高級中學(xué)高一兩個(gè)班級共80人,他們被分為實(shí)驗(yàn)班38人和控制班42人。實(shí)驗(yàn)前的聽力測試成績顯示兩個(gè)班的聽力水平不存在顯著差異。試驗(yàn)期為12周,作者按正常的教學(xué)進(jìn)度對兩個(gè)班分別進(jìn)行授課,所不同的是,對實(shí)驗(yàn)班實(shí)行有針對性的詞塊教學(xué)法,而對控制班實(shí)行的是傳統(tǒng)的教學(xué)法。實(shí)驗(yàn)結(jié)果表明,詞塊教學(xué)法對于提高學(xué)生英語聽力能力具有顯著作用。
[Abstract]:As one of the important ways of language input, English listening is the basis of English learning and the premise of language output. There is no doubt that English listening plays an important role in language learning. Listening is a difficult language skill in practical teaching. Many scholars and English teachers have taken many measures and methods to study and practice the teaching of English listening. The effect has been improved, but it is still unsatisfactory. In view of this, the author attempts to apply lexical chunks in the teaching of English listening, and hopes that this method will be helpful to improve students' listening ability. The research of corpus and computer linguistics shows that there are many fixed and semi-fixed multi-word structures or sentences in language. They appear frequently and can be memorized, stored and extracted directly. This kind of language structure is called lexical chunks. Lexical chunks are a linguistic phenomenon, which is a combination of meaning, grammar and context, and has the characteristics of vocabulary and grammar. Lexical chunks can help language users to speed up language processing and improve accuracy and fluency. Lexical chunks provide us with a new teaching direction. A large number of experiments have been conducted by many language learners, and the results show that lexical chunks are effective for English learners. However, at present, more attention is paid to the improvement of oral and writing abilities in lexical chunks. However, there are few researches on the relationship between lexical chunks and listening teaching. The purpose of this study is to explore the effects of lexical chunks teaching in senior English listening teaching and its implications for listening teaching. The research questions are as follows: (1) does lexical chunks improve students' awareness of lexical chunks? (2) is lexical chunks more beneficial to the improvement of listening level than traditional listening teaching methods? The subjects of this study are 80 students in two classes of senior middle school in Jinzhou. They are divided into experimental class (38) and control class (42). The results of the listening test before the experiment showed that there was no significant difference in listening level between the two classes. The experimental period is 12 weeks. According to the normal teaching schedule, the author teaches the two classes separately. The difference is that the experimental class carries out the targeted lexical block teaching method, while the control class carries out the traditional teaching method. The experimental results show that lexical chunk teaching plays an important role in improving students' listening ability.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41
本文編號：2120921
[Abstract]:As one of the important ways of language input, English listening is the basis of English learning and the premise of language output. There is no doubt that English listening plays an important role in language learning. Listening is a difficult language skill in practical teaching. Many scholars and English teachers have taken many measures and methods to study and practice the teaching of English listening. The effect has been improved, but it is still unsatisfactory. In view of this, the author attempts to apply lexical chunks in the teaching of English listening, and hopes that this method will be helpful to improve students' listening ability. The research of corpus and computer linguistics shows that there are many fixed and semi-fixed multi-word structures or sentences in language. They appear frequently and can be memorized, stored and extracted directly. This kind of language structure is called lexical chunks. Lexical chunks are a linguistic phenomenon, which is a combination of meaning, grammar and context, and has the characteristics of vocabulary and grammar. Lexical chunks can help language users to speed up language processing and improve accuracy and fluency. Lexical chunks provide us with a new teaching direction. A large number of experiments have been conducted by many language learners, and the results show that lexical chunks are effective for English learners. However, at present, more attention is paid to the improvement of oral and writing abilities in lexical chunks. However, there are few researches on the relationship between lexical chunks and listening teaching. The purpose of this study is to explore the effects of lexical chunks teaching in senior English listening teaching and its implications for listening teaching. The research questions are as follows: (1) does lexical chunks improve students' awareness of lexical chunks? (2) is lexical chunks more beneficial to the improvement of listening level than traditional listening teaching methods? The subjects of this study are 80 students in two classes of senior middle school in Jinzhou. They are divided into experimental class (38) and control class (42). The results of the listening test before the experiment showed that there was no significant difference in listening level between the two classes. The experimental period is 12 weeks. According to the normal teaching schedule, the author teaches the two classes separately. The difference is that the experimental class carries out the targeted lexical block teaching method, while the control class carries out the traditional teaching method. The experimental results show that lexical chunk teaching plays an important role in improving students' listening ability.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41
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