從作者的教學(xué)經(jīng)驗(yàn)出發(fā),英語的教學(xué)法中,語法和詞匯是兩個獨(dú)立且極其重要的部分。也就是說,語法是起核心作用的框架,而在語法規(guī)則下詞匯的填充構(gòu)成了語言產(chǎn)出。然而,近些年來,許多語言學(xué)家意識到短語單位才能真正幫助學(xué)習(xí)者表達(dá)觀點(diǎn)和感受,尤其是學(xué)生。通過計算機(jī)數(shù)據(jù)統(tǒng)計分析,研究人員發(fā)現(xiàn),自然語言大部分都由一些固定或半固定的短語來完成表達(dá)。這種經(jīng)常出現(xiàn)的多詞單位被稱為詞塊。Lewis于1993年在《詞匯法》一書中提出了以詞塊為教學(xué)中心的理論。即語言由語法化的詞匯構(gòu)成,而不是詞匯化的語法。在語言教學(xué)中最重要的不是語法,而是語言中普遍存在的詞塊。詞塊是語法、語義和語境的結(jié)合體,在語言交際中具有其顯著的自身優(yōu)勢。然而,據(jù)調(diào)查傳統(tǒng)的教學(xué)方法仍然在高中英語教學(xué)中占主導(dǎo)地位。學(xué)生使用詞匯表孤立地背單詞,詞匯運(yùn)用能力差,缺乏對寫作的興趣。他們在寫作時總是努力尋找與所想中文對應(yīng)的詞匯來表達(dá)自己的想法,所以錯誤仍比比皆是。本研究依托Lewis的詞匯法理論,采用對比分析的方法,研究運(yùn)用詞塊教學(xué)是否能有效提學(xué)生的寫作能力并提高他們的學(xué)習(xí)興趣。實(shí)驗(yàn)中,在控制組的教學(xué)活動中,學(xué)生扔使用單詞表和死記硬背的方法學(xué)習(xí)英語,對于單詞... 

【文章來源】：天津師范大學(xué)天津市

【文章頁數(shù)】：94 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Acknowledgments
Chapter One Introduction
    1.1 Present Educational Background
    1.2 Theoretical Background
    1.3 Significance of the Research
    1.4 Overview of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Lexical Chunks
    2.2 Lewis's Classification of Lexical Chunks
    2.3 Functions of Lexical Chunks
        2.3.1 Facilitating Acquisition of Ample Lexical Knowledge
        2.3.2 Establishing and Developing Grammatical Rules
        2.3.3 Promoting the Fluency and Accuracy of Language Output
        2.3.4 Stimulating Motivation
    2.4 The Lexical Approach and Its Implementation
    2.5 Summary
Chapter Three Research Methodology
    3.1 Participants
    3.2 Teaching Materials and Instruments
    3.3 Experiment Procedures
        3.3.1 Raising Students' Awareness of Lexical Chunks
        3.3.2 Applying the Lexical Approach in Text Learning
        3.3.3 Instructing Students to Apply Lexical Chunks to Writing
    3.4 Data Collection
Chapter Four Data Analysis and Discussion
    4.1 Quantitative Analysis and Discussions
        4.1.1 General Descriptive Statistics for the Composition Scores
        4.1.2 General Descirptive Statistics for the Number of Lexical Chunks
    4.2 Qualitative Analysis and Discussions
        4.2.1 Analysis of Questionnaire 1
        4.2.2 Analysis of Questionnaire 2
Chapter Five Conclusion
    5.1 Major Findings of the Research
    5.2 Pedagogical Implications for English Teaching
    5.3 Limitation of the Study
    5.4 Further Research Suggestions
References
Appendix 1 Questionnaires
Appendix 2 Writing Tasks in Pretest and Posttest
Appendix 3 Criterion of Grading College Entrance Examination
Appendix 4 Raw Scores of Students' Compositions in the Pretest and Posttest
Appendix 5 Raw Data of the Number of Lexical Chunks in Students'Compositions in the Pretest and Posttest


【參考文獻(xiàn)】：
期刊論文
[1]詞塊運(yùn)用與英語口語和寫作水平的相關(guān)性研究[J]. 丁言仁,戚焱.  解放軍外國語學(xué)院學(xué)報. 2005(03)
[2]語塊對基本詞匯習(xí)得的作用[J]. 嚴(yán)維華.  解放軍外國語學(xué)院學(xué)報. 2003(06)



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