詞塊具有相對(duì)固定的結(jié)構(gòu),融合語(yǔ)法、語(yǔ)義和語(yǔ)境于一體,可以被整體記憶和使用,因此在語(yǔ)言中被頻繁運(yùn)用。在語(yǔ)言詞匯觀的基礎(chǔ)上,Michael Lewis（1993）提出詞塊法作為一種新的語(yǔ)言教學(xué)方法,認(rèn)為不同類(lèi)別的詞塊在語(yǔ)言教學(xué)中起著重要的作用。詞塊法從理論上證明了在語(yǔ)言教學(xué)中強(qiáng)調(diào)詞塊有助于學(xué)習(xí)者語(yǔ)言水平的提高,對(duì)學(xué)習(xí)者口語(yǔ)水平的促進(jìn)作用尤為重要。然而,通過(guò)文獻(xiàn)研究,作者發(fā)現(xiàn),目前國(guó)內(nèi)關(guān)于詞塊法的應(yīng)用研究多集中于寫(xiě)作。另外,關(guān)于詞塊法應(yīng)用于英語(yǔ)口語(yǔ)教學(xué)的研究主要針對(duì)大學(xué)英語(yǔ)專(zhuān)業(yè)的學(xué)生,對(duì)于高中學(xué)生的口語(yǔ)能力研究不夠。鑒于詞塊法的優(yōu)勢(shì),作者進(jìn)行了為期三個(gè)月的將詞塊法應(yīng)用于高中英語(yǔ)口語(yǔ)教學(xué)的實(shí)證研究,旨在解決以下三個(gè)關(guān)鍵問(wèn)題:（1）在將詞塊法應(yīng)用于口語(yǔ)教學(xué)后,學(xué)生在口語(yǔ)表達(dá)方面發(fā)生了哪些變化?（2）詞塊法對(duì)學(xué)生口語(yǔ)能力的提高有什么影響?（3）詞塊法應(yīng)用于高中英語(yǔ)口語(yǔ)教學(xué)存在哪些問(wèn)題與不足?本研究的實(shí)驗(yàn)對(duì)象為新沂市第一中學(xué)高一（9）班的40名學(xué)生。在為期三個(gè)月的實(shí)驗(yàn)中,作者對(duì)學(xué)生進(jìn)行了兩次口語(yǔ)測(cè)試和一次訪(fǎng)談。在學(xué)生進(jìn)行兩次口語(yǔ)測(cè)試的過(guò)程中,作者將每一位學(xué)生的口語(yǔ)產(chǎn)出進(jìn)行錄音,然后將其轉(zhuǎn)寫(xiě)成為一篇篇... 

【文章來(lái)源】：江蘇師范大學(xué)江蘇省

【文章頁(yè)數(shù)】：82 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 The Background of the Research
    1.2 The Purpose of the Research
    1.3 The Significance of the Research
    1.4 Overall Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Lexical Chunks
        2.1.1 Definition of Lexical Chunks
        2.1.2 Classification of Lexical Chunks
        2.1.3 Function of Lexical Chunks
    2.2 Lexical Approach
        2.2.1 Development of Lexical Approach
        2.2.2 Principles of Lexical Approach
    2.3 Previous Studies Related to Lexical Approach and Oral Ability
        2.3.1 Studies Abroad
        2.3.2 Studies at Home
CHAPTER THREE METHODOLOGY
    3.1 Research Questions
    3.2 Subjects
    3.3 Research Instruments
        3.3.1 Oral Tests
        3.3.2 Interview
    3.4 Research Procedures
        3.4.1 The Preparatory Stage
        3.4.2 The Experiment Stage
        3.4.3 The Post-experiment Stage
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Changes in Students’ Oral Production after the Experiment
        4.1.1 Changes in Use Frequency of Lexical Chunks
        4.1.2 Changes in the Length and Error Rate of Oral Discourse
    4.2 Effects of Lexical Approach on Students’ Oral Competence
        4.2.1 Effects of Lexical Approach on Accuracy and Fluency
        4.2.2 Effects of Lexical Approach on Students of Different Levels
    4.3 Problems and Shortcomings of Lexical Approach
        4.3.1 Shortcomings Found through Oral Discourse
        4.3.2 Problems Found through the Interview
CHAPTER FIVE CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Recommendations
REFERENCES
中文參考文獻(xiàn)
APPENDIXⅠ Pre-oral Test
APPENDIX Ⅱ Post-oral Test
APPENDIX Ⅲ The Rating Scale of Oral English Test
APPENDIX Ⅳ Interview with Students
APPENDIX Ⅴ Scores of Pre-test
APPENDIX Ⅵ Use Frequency of Lexical Chunks in Pre-test
APPENDIX Ⅶ Error Rate of Oral Discourse in Pre-test
APPENDIX Ⅷ The Variety of Lexical Chunks in Pre-test
APPENDIX Ⅸ Scores of Post-test
APPENDIX Ⅹ Use Frequency of Lexical Chunks in Post-test
APPENDIX Ⅺ Error Rate of Oral Discourse in Post-test
APPENDIX Ⅻ The Variety of Lexical Chunks in Post-test
ACKNOWLEDGEMENT
作者簡(jiǎn)歷
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