詞塊圖式運用于初中英語寫作教學的實證研究
發(fā)布時間：2019-01-12 10:23
【摘要】：近年來,詞塊理論在英語教學中越來越備受關注。詞塊融合了詞匯和語法的優(yōu)勢,對教學的意義重大。然而詞塊涵蓋范圍很廣,學生的詞塊記憶零散,所以不能及時地提取和有效地運用詞塊。在日常教學中筆者發(fā)現(xiàn),學生雖然有一定的詞塊積累,但其正確運用卻一直是初中生的薄弱環(huán)節(jié),尤其是在語言輸出的高級階段——寫作中,學生仍然錯誤百出,寫作成績不理想。所以要讓學生存儲和提取詞塊更加容易,就要構(gòu)建詞塊之間的聯(lián)系,換言之,如果按照話題和連接詞的不同類型將詞塊構(gòu)建成詞塊圖式,將比學生隨意零散地記憶詞塊有效得多。這樣,學生在寫作時,特別是寫作考試時間緊迫的情況下能更快速地回想相關詞塊、組織語篇,增強寫作表達的準確性和流利性,進而提高學生的寫作成績。因此,筆者試圖把詞塊圖式應用到英語寫作教學中來探究以下三個問題：1)詞塊圖式教學對初中生的英語寫作成績有什么影響?2)詞塊圖式教學對初中生英語寫作中詞塊的運用有什么影響?3)詞塊圖式教學對初中生的英語學習有什么影響?筆者以長沙市南雅中學初二年級兩個班的學生作為研究對象,以問卷調(diào)查的形式了解他們在寫作中存在的問題。調(diào)查發(fā)現(xiàn),大部分學生對寫作缺乏興趣,沒有良好的寫作習慣和學習策略,缺乏詞塊意識。根據(jù)調(diào)查數(shù)據(jù),筆者進行了一學期的教學實驗。在實驗班的每個單元主題教學中滲透詞塊圖式教學,而控制班進行常規(guī)教學,僅進行詞塊學習不總結(jié)成相應的詞塊圖式。實驗后,通過對訪談,前后兩次調(diào)查問卷和前后測寫作成績的對比分析,我們可以得出以下結(jié)論：1、實驗班和控制班學生的英語寫作成績均有提高,但是從提高程度上來看,實驗班的效果更加明顯,這就證明詞塊圖式教學能幫助學生提高寫作成績。2、相比控制班,實驗班學生在作文中使用的詞塊更準確和多樣化,說明詞塊圖式教學能幫助學生在寫作時快速聯(lián)想和正確運用更多的相關詞塊。3、詞塊圖式教學能對初中生的英語學習產(chǎn)生積極的影響。實驗班學生的英語學習興趣變濃,學習的自信心和主動性增強,并逐步形成了積累詞塊構(gòu)建自己的詞塊圖式的學習習慣。筆者發(fā)現(xiàn)在現(xiàn)行的初中英語教材中,其實已經(jīng)涵蓋了相當數(shù)量的有用詞塊。因此在組織課堂教學的過程中,教師要巧妙地將課堂教學和課外延伸結(jié)合起來,引導學生自己去積累詞塊,從而構(gòu)建和鞏固詞塊圖式,培養(yǎng)學生的詞塊圖式意圖,這對于尚處于英語學習起始階段的初中學生來說,是學好英語學科、養(yǎng)成良好的思維習慣的基礎。
[Abstract]:In recent years, lexical chunks have attracted more and more attention in English teaching. Lexical chunks combine the advantages of vocabulary and grammar and are of great significance to teaching. However, lexical chunks cover a wide range and students' lexical chunks are scattered, so they can not extract and effectively use lexical chunks in time. In daily teaching, the author finds that although students have a certain accumulation of lexical chunks, their correct use has always been the weak link of junior high school students, especially in the advanced stage of language output-writing, students are still full of mistakes. Writing is not satisfactory. So to make it easier for students to store and extract chunks, you have to build a link between chunks, in other words, if you build chunks into lexical chunks according to the different types of topics and conjunctions. It will be much more effective than students' random and piecemeal memory of lexical chunks. In this way, students can more quickly recall the relevant lexical chunks, organize discourse, enhance the accuracy and fluency of writing expression, and then improve the students' writing performance when writing, especially in the case of short writing test time. therefore The author tries to apply lexical chunks schema to English writing teaching to explore the following three questions: 1) what effect does lexical block schema teaching have on junior high school students' English writing achievement? 2) lexical chunk schema teaching on junior high school students' English writing What is the influence of the use of Chinese lexical chunks? 3) what is the effect of lexical block schema teaching on junior high school students' English learning? The author takes the students of the second grade middle school of Nanya Middle School in Changsha as the research object to find out the problems existing in their writing by means of questionnaire. It is found that most students lack interest in writing, lack good writing habits and learning strategies, and lack lexical chunks. According to the survey data, the author carried out a semester of teaching experiments. In each unit subject teaching of the experimental class, the lexical block schema teaching is permeated, while the control class carries on the routine teaching, only carries on the word block study does not summarize the corresponding word block schema. After the experiment, through the comparative analysis of interview, questionnaire and test writing, we can draw the following conclusions: 1. The students in the experimental class and the control class have improved their English writing scores, but in terms of the degree of improvement, we can draw the following conclusions: 1. The effect of the experimental class is more obvious, which proves that lexical block schema teaching can help students improve their writing scores. 2. Compared with the control class, the experimental class students use more accurate and diversified lexical chunks in their compositions. It is shown that lexical chunks schema teaching can help students to quickly associate and correctly use more relevant lexical chunks in writing. 3. Lexical chunks schema teaching can have a positive impact on junior high school students' English learning. The students in the experimental class have become more interested in English learning, and their self-confidence and initiative in learning have been enhanced, and the learning habits of accumulating lexical chunks to construct their own lexical chunks have been gradually formed. The author finds that a considerable number of lexical blocks have been covered in the current junior middle school English textbooks. Therefore, in the process of organizing classroom teaching, teachers should skillfully combine classroom teaching with extracurricular extension, guide students to accumulate lexical chunks themselves, so as to construct and consolidate lexical chunks schemata and cultivate students' intention of lexical chunks schemata. For junior middle school students who are still in the initial stage of English learning, it is the basis of learning English well and developing good thinking habits.
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
本文編號：2407670
[Abstract]:In recent years, lexical chunks have attracted more and more attention in English teaching. Lexical chunks combine the advantages of vocabulary and grammar and are of great significance to teaching. However, lexical chunks cover a wide range and students' lexical chunks are scattered, so they can not extract and effectively use lexical chunks in time. In daily teaching, the author finds that although students have a certain accumulation of lexical chunks, their correct use has always been the weak link of junior high school students, especially in the advanced stage of language output-writing, students are still full of mistakes. Writing is not satisfactory. So to make it easier for students to store and extract chunks, you have to build a link between chunks, in other words, if you build chunks into lexical chunks according to the different types of topics and conjunctions. It will be much more effective than students' random and piecemeal memory of lexical chunks. In this way, students can more quickly recall the relevant lexical chunks, organize discourse, enhance the accuracy and fluency of writing expression, and then improve the students' writing performance when writing, especially in the case of short writing test time. therefore The author tries to apply lexical chunks schema to English writing teaching to explore the following three questions: 1) what effect does lexical block schema teaching have on junior high school students' English writing achievement? 2) lexical chunk schema teaching on junior high school students' English writing What is the influence of the use of Chinese lexical chunks? 3) what is the effect of lexical block schema teaching on junior high school students' English learning? The author takes the students of the second grade middle school of Nanya Middle School in Changsha as the research object to find out the problems existing in their writing by means of questionnaire. It is found that most students lack interest in writing, lack good writing habits and learning strategies, and lack lexical chunks. According to the survey data, the author carried out a semester of teaching experiments. In each unit subject teaching of the experimental class, the lexical block schema teaching is permeated, while the control class carries on the routine teaching, only carries on the word block study does not summarize the corresponding word block schema. After the experiment, through the comparative analysis of interview, questionnaire and test writing, we can draw the following conclusions: 1. The students in the experimental class and the control class have improved their English writing scores, but in terms of the degree of improvement, we can draw the following conclusions: 1. The effect of the experimental class is more obvious, which proves that lexical block schema teaching can help students improve their writing scores. 2. Compared with the control class, the experimental class students use more accurate and diversified lexical chunks in their compositions. It is shown that lexical chunks schema teaching can help students to quickly associate and correctly use more relevant lexical chunks in writing. 3. Lexical chunks schema teaching can have a positive impact on junior high school students' English learning. The students in the experimental class have become more interested in English learning, and their self-confidence and initiative in learning have been enhanced, and the learning habits of accumulating lexical chunks to construct their own lexical chunks have been gradually formed. The author finds that a considerable number of lexical blocks have been covered in the current junior middle school English textbooks. Therefore, in the process of organizing classroom teaching, teachers should skillfully combine classroom teaching with extracurricular extension, guide students to accumulate lexical chunks themselves, so as to construct and consolidate lexical chunks schemata and cultivate students' intention of lexical chunks schemata. For junior middle school students who are still in the initial stage of English learning, it is the basis of learning English well and developing good thinking habits.
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
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