上世紀(jì)80年代,語(yǔ)料庫(kù)語(yǔ)言學(xué)得到了快速的發(fā)展,這使得語(yǔ)言學(xué)家開(kāi)始將注意力從簡(jiǎn)單的詞匯和復(fù)雜的語(yǔ)法轉(zhuǎn)向詞塊。研究者發(fā)現(xiàn)英語(yǔ)自然語(yǔ)言中存在著許多特殊的語(yǔ)言結(jié)構(gòu),這些語(yǔ)言結(jié)構(gòu)同時(shí)具有句法和詞匯雙重特征。之后,這些特殊的語(yǔ)言結(jié)構(gòu)被統(tǒng)稱為:詞塊（lexical chunks）。詞塊包括一些模式化了的固定和半固定的結(jié)構(gòu)、習(xí)慣用語(yǔ)和固定搭配、句子框架、諺語(yǔ)。一些研究者認(rèn)為,這些詞塊可以被看做是模式化的結(jié)構(gòu),而他們作為一個(gè)整體儲(chǔ)存在人的大腦中,使用者可以直接提取使用,或者經(jīng)過(guò)加工再使用。詞塊的存在加速了語(yǔ)言處理的速度,符合學(xué)生認(rèn)知的基本規(guī)律,對(duì)促進(jìn)語(yǔ)言的習(xí)得和語(yǔ)言輸出的流利性和地道性都具有十分重要的意義。目前,高中英語(yǔ)課堂教學(xué)中,由于時(shí)間有限,課程任務(wù)多等原因,講解詞匯的時(shí)間也隨之縮減。另外,傳統(tǒng)教學(xué)法下的英語(yǔ)詞匯教學(xué)難以適應(yīng)當(dāng)前的學(xué)習(xí)需求。詞匯教學(xué)仍然以機(jī)械的記憶和孤立的講解為主。因此,本論文致力于研究詞塊理論指導(dǎo)下的詞匯教學(xué)法是否可以有效的改善詞匯教學(xué)的現(xiàn)狀以及是否能夠幫助學(xué)生提高英語(yǔ)綜合語(yǔ)言能力。國(guó)內(nèi)外學(xué)者對(duì)詞塊進(jìn)行了不同層面的研究,如“詞塊教學(xué)法對(duì)緩解英語(yǔ)聽(tīng)力焦慮的實(shí)證研究”、“談詞塊教學(xué)法在... 

【文章頁(yè)數(shù)】：108 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Structure of the Research
Chapter Two Literature Review
    2.1 The Definition of Lexical Chunks
    2.2 The Features of Lexical Chunks
    2.3 The Classification of Lexical Chunks
        2.3.1 Structural Classifications
        2.3.2 Functional Classifications
    2.4 Research on Lexical Chunks Abroad and at Home
        2.4.1 Previous Studies on Lexical Chunks Abroad
        2.4.2 Previous Studies on Lexical Chunks at Home
    2.5 Theoretical Basis
        2.5.1 Chunk Theory
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Tests
    3.4 Research Procedures
    3.5 Data Collection and Analysis
    3.6 Vocabulary Teaching Methods
        3.6.1 Vocabulary Teaching Plan Guided by Lexical Chunk Theory in Experimental Class
        3.6.2 Traditional Vocabulary Teaching Plan in Contrast Class
Chapter Four Results and Discussion
    4.1 Students' Attitudes toward Lexical Chunks
    4.2 The Influence of Lexical Teaching Approach on Students' Comprehensive Language Capacity
        4.2.1 Analysis and Discussion of Pret-test
        4.2.2 Analysis and Discussion of Post-test
        4.2.3 The Influence of Lexical Teaching Approach on Subjective Questions
        4.2.4 The Influence of Lexical Teaching Approach on Objective Questions
    4.3 The Differences between Traditional Vocabulary Teaching Approach and Lexical Chunk Approach
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Research
Bibliography
Appendices
Acknowledgements



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