詞塊教學(xué)法對高中生英語閱讀能力的影響研究
發(fā)布時間：2018-07-23 12:27
【摘要】：語言教學(xué)領(lǐng)域的詞塊教學(xué)法是基于這樣的觀點(diǎn)上形成的,即語言學(xué)習(xí)和交流的支柱不是語法、功能和概念,也不是其他有組織的教學(xué)計劃中的語言單元,而是詞匯(包括單詞和詞匯連接)。詞塊教學(xué)法在語言教學(xué)領(lǐng)域中的應(yīng)用反映了這樣一個現(xiàn)象,詞匯在語言結(jié)構(gòu)、二語學(xué)習(xí)和語言使用中已經(jīng)成為不可或缺的一部分。尤其是多詞詞匯單元即“詞塊”在分析英語閱讀文章時常被作為單獨(dú)項(xiàng)目學(xué)習(xí)和使用。本研究主要調(diào)查詞塊教學(xué)法對高中生英語閱讀能力的影響。詞塊教學(xué)法為高中英語閱讀教學(xué)提供了新的模式,它避免了傳統(tǒng)英語閱讀教學(xué)方法所帶來的弊端。本文作者進(jìn)行此項(xiàng)研究的主要目的是為了證明詞塊教學(xué)法可以有效提高高中生英語閱讀能力,尤其是閱讀準(zhǔn)確率和閱讀速度方面的能力。為了達(dá)到研究目的,本文作者在呼和浩特市第九中學(xué)進(jìn)行了實(shí)驗(yàn)。實(shí)驗(yàn)對象是來自高二兩個平行班的120名學(xué)生。三班被隨機(jī)地選為實(shí)驗(yàn)班,四班為對照班,每班60名同學(xué)。為了保證實(shí)驗(yàn)結(jié)果的準(zhǔn)確性,兩個班由同一位老師授課。每堂課本文作者都隨堂聽課。教學(xué)實(shí)驗(yàn)持續(xù)了四個月。本研究一共有三個研究問題。1.高中英語閱讀教學(xué)的現(xiàn)狀是什么樣的?2.詞塊教學(xué)法是否會促進(jìn)高中生的英語閱讀能力?3.詞塊教學(xué)法是否會激發(fā)高中生的英語閱讀興趣?為了回答上面提出的三個問題,作者綜合運(yùn)用了定量和定性的研究方法。在教學(xué)實(shí)驗(yàn)開始前,作者先對實(shí)驗(yàn)班和對照班中的120名學(xué)生進(jìn)行了問卷調(diào)查,然后作者對調(diào)查問卷的結(jié)果進(jìn)行了數(shù)據(jù)分析。經(jīng)過對統(tǒng)計數(shù)據(jù)的認(rèn)真分析和對比,深思熟慮后,作者發(fā)現(xiàn)大多數(shù)高中生認(rèn)為現(xiàn)在老師教授的英語閱讀方法不是十分有效,并且在英語課堂上,老師很少關(guān)注單詞和閱讀篇章的關(guān)系,造成了學(xué)生對詞塊知識的忽略,因此以前的英語閱讀教學(xué)方法需要改進(jìn)。針對第二個研究問題,作者進(jìn)行了教學(xué)實(shí)驗(yàn)。在新學(xué)期開始前,作者先對實(shí)驗(yàn)班和對照班的所有學(xué)生進(jìn)行了前測。然后作者用SPSS 21.0軟件對前測結(jié)果進(jìn)行了分析,分析結(jié)果顯示兩個班學(xué)生的英語閱讀水平相近,沒有顯著差異。然后作者對實(shí)驗(yàn)班采取詞塊教學(xué)法進(jìn)行教學(xué),對對照班采取傳統(tǒng)的閱讀教學(xué)法進(jìn)行教學(xué)。在經(jīng)過一學(xué)期的閱讀教學(xué)后,作者對兩個班的所有同學(xué)進(jìn)行了后測。作者同樣用SPSS 21.0軟件對后測結(jié)果進(jìn)行了分析,分析結(jié)果顯示兩個班學(xué)生的閱讀水平發(fā)生了的明顯的變化,實(shí)驗(yàn)班學(xué)生的閱讀水平較對照班有了明顯的提高。因此作者得出了詞塊教學(xué)法會促進(jìn)高中生英語閱讀能力的結(jié)論。教學(xué)實(shí)驗(yàn)后作者對實(shí)驗(yàn)班的全體學(xué)生進(jìn)行了訪問調(diào)查,對訪問結(jié)果的分析證明詞塊教學(xué)法還可以激發(fā)高中生的英語閱讀興趣。
[Abstract]:Lexical chunks in the field of language teaching are based on the view that the pillars of language learning and communication are not grammar, function and concepts, nor are they the language units of other organized teaching plans. They are words (including words and lexical links). The application of lexical chunks in the field of language teaching reflects the fact that vocabulary has become an indispensable part in language structure, second language learning and language use. In particular, multi-word lexical units, known as lexical chunks, are often used as separate items in the analysis of English reading articles. This study investigates the effects of lexical chunks on senior high school students' English reading ability. Lexical chunk teaching provides a new model for senior high school English reading teaching, which avoids the disadvantages of traditional English reading teaching methods. The main purpose of this study is to prove that lexical chunks teaching can effectively improve high school students' English reading ability, especially in reading accuracy and reading speed. In order to achieve the purpose of the study, the author carried out an experiment in Hohhot No. 9 Middle School. The subjects were 120 students from two parallel classes in Senior two. Class 3 was randomly selected as experimental class, class 4 as control class with 60 students in each class. In order to ensure the accuracy of the results of the experiment, the two classes are taught by the same teacher. The author follows each lecture. The teaching experiment lasted four months. There are three research questions in this study. What is the present situation of English reading teaching in senior high school? Whether the lexical chunks teaching method can promote the English reading ability of senior high school students? Will lexical chunks stimulate high school students' interest in English reading? In order to answer the above three questions, the author uses both quantitative and qualitative research methods. Before the beginning of the teaching experiment, 120 students in the experimental class and the control class were investigated, and then the results of the questionnaire were analyzed. After careful analysis and comparison of the statistical data, the author finds that most of the senior high school students think that the English reading methods taught by their teachers are not very effective, and that they are in the English classroom. Teachers seldom pay attention to the relationship between words and reading text, which causes students to ignore the knowledge of lexical chunks, so the previous teaching methods of English reading need to be improved. In view of the second research problem, the author carries on the teaching experiment. Before the beginning of the new semester, the author conducted a pre-test on all the students in the experimental class and the control class. Then the author uses SPSS 21.0 software to analyze the pre-test results. The results show that the English reading level of the two classes is similar, and there is no significant difference between the two classes. Then the author adopts the lexical block teaching method in the experimental class and the traditional reading teaching method in the control class. After a semester of reading teaching, the author conducted a post-test on all the students in the two classes. The author also uses SPSS 21.0 software to analyze the post-test results. The results show that the reading level of the students in the two classes has changed obviously, and the reading level of the students in the experimental class has obviously improved compared with the control class. Therefore, the author draws the conclusion that lexical chunks can promote high school students' English reading ability. After the teaching experiment, the author conducted an interview with all the students in the experimental class. The analysis of the interview results proves that the lexical chunks teaching method can also stimulate the interest of senior high school students in English reading.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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：2139414
[Abstract]:Lexical chunks in the field of language teaching are based on the view that the pillars of language learning and communication are not grammar, function and concepts, nor are they the language units of other organized teaching plans. They are words (including words and lexical links). The application of lexical chunks in the field of language teaching reflects the fact that vocabulary has become an indispensable part in language structure, second language learning and language use. In particular, multi-word lexical units, known as lexical chunks, are often used as separate items in the analysis of English reading articles. This study investigates the effects of lexical chunks on senior high school students' English reading ability. Lexical chunk teaching provides a new model for senior high school English reading teaching, which avoids the disadvantages of traditional English reading teaching methods. The main purpose of this study is to prove that lexical chunks teaching can effectively improve high school students' English reading ability, especially in reading accuracy and reading speed. In order to achieve the purpose of the study, the author carried out an experiment in Hohhot No. 9 Middle School. The subjects were 120 students from two parallel classes in Senior two. Class 3 was randomly selected as experimental class, class 4 as control class with 60 students in each class. In order to ensure the accuracy of the results of the experiment, the two classes are taught by the same teacher. The author follows each lecture. The teaching experiment lasted four months. There are three research questions in this study. What is the present situation of English reading teaching in senior high school? Whether the lexical chunks teaching method can promote the English reading ability of senior high school students? Will lexical chunks stimulate high school students' interest in English reading? In order to answer the above three questions, the author uses both quantitative and qualitative research methods. Before the beginning of the teaching experiment, 120 students in the experimental class and the control class were investigated, and then the results of the questionnaire were analyzed. After careful analysis and comparison of the statistical data, the author finds that most of the senior high school students think that the English reading methods taught by their teachers are not very effective, and that they are in the English classroom. Teachers seldom pay attention to the relationship between words and reading text, which causes students to ignore the knowledge of lexical chunks, so the previous teaching methods of English reading need to be improved. In view of the second research problem, the author carries on the teaching experiment. Before the beginning of the new semester, the author conducted a pre-test on all the students in the experimental class and the control class. Then the author uses SPSS 21.0 software to analyze the pre-test results. The results show that the English reading level of the two classes is similar, and there is no significant difference between the two classes. Then the author adopts the lexical block teaching method in the experimental class and the traditional reading teaching method in the control class. After a semester of reading teaching, the author conducted a post-test on all the students in the two classes. The author also uses SPSS 21.0 software to analyze the post-test results. The results show that the reading level of the students in the two classes has changed obviously, and the reading level of the students in the experimental class has obviously improved compared with the control class. Therefore, the author draws the conclusion that lexical chunks can promote high school students' English reading ability. After the teaching experiment, the author conducted an interview with all the students in the experimental class. The analysis of the interview results proves that the lexical chunks teaching method can also stimulate the interest of senior high school students in English reading.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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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相關(guān)期刊論文 前4條
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