寫(xiě)作是四大基本語(yǔ)言技能之一,是對(duì)學(xué)習(xí)者語(yǔ)言水平的綜合反映。當(dāng)前中考書(shū)面表達(dá)的難度在不斷增大,寫(xiě)作對(duì)初中生來(lái)說(shuō)成了一個(gè)越來(lái)越大的挑戰(zhàn),尤其是那些語(yǔ)言基礎(chǔ)相對(duì)薄弱的學(xué)生。很多初中生詞匯量?jī)?chǔ)備不夠,寫(xiě)作時(shí)存在借助漢語(yǔ)思維逐字翻譯的不良習(xí)慣,進(jìn)而導(dǎo)致其寫(xiě)作水平普遍不高。詞塊是語(yǔ)言輸入、存儲(chǔ)和輸出的最小單位,集詞匯與語(yǔ)法知識(shí)于一身,形式相對(duì)固定,比較容易被學(xué)生記憶和提取,能有效減輕學(xué)生的記憶負(fù)擔(dān)。圖式是人們?cè)讷@取知識(shí)的過(guò)程中按照一定邏輯聯(lián)系建立起來(lái)的信息網(wǎng)絡(luò)結(jié)構(gòu)。詞塊理論強(qiáng)調(diào)詞匯之間的搭配,而圖式理論則注重不同詞匯之間的關(guān)系。兩者既有區(qū)別又有聯(lián)系。研究者對(duì)詞塊與寫(xiě)作、圖式與寫(xiě)作已經(jīng)分別做了不少的研究,然而很少有研究者將這兩者結(jié)合起來(lái)。本文將詞塊理論與圖式理論結(jié)合,試圖將基于圖式理論的詞塊教學(xué)運(yùn)用到初中英語(yǔ)寫(xiě)作教學(xué)中,進(jìn)而探討以下三個(gè)問(wèn)題:(1)基于圖式理論的詞塊教學(xué)對(duì)初中生在英語(yǔ)寫(xiě)作中使用詞塊的能力有什么影響?(2)基于圖式理論的詞塊教學(xué)對(duì)初中生英語(yǔ)寫(xiě)作的流利性和準(zhǔn)確性有什么影響?(3)基于圖式理論的詞塊教學(xué)對(duì)初中生英語(yǔ)寫(xiě)作興趣和信心有什么影響?本研究以昆山市婁江實(shí)驗(yàn)學(xué)校初三年級(jí)兩個(gè)平行班為實(shí)驗(yàn)...

【文章頁(yè)數(shù)】：96 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 Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 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
            2.1.2.1 Michael Lewis(1997)'s Classification
            2.1.2.2 Nattinger & DeCarrico (1992)'s Classification
        2.1.3 Functions of Lexical Chunks
        2.1.4 Relevant Studies of Lexical Chunks
            2.1.4.1 Relevant Studies Abroad
            2.1.4.2 Relevant Studies at Home
    2.2 Schema Theory
        2.2.1 Definition of Schema
        2.2.2 Classification of Schema
        2.2.3 Functions of Schema
        2.2.4 Relevant Studies of Schema Theory
            2.2.4.1 Relevant Studies Abroad
            2.2.4.2 Relevant Studies at Home
    2.3 Lexical Chunk Schema
        2.3.1 The Concept of Lexical Chunk Schema
        2.3.2 Effects of Lexical Chunk Schema in English Writing
            2.3.2.1 Improving the Fluency of English Writing
            2.3.2.2 Enhancing the Accuracy of English Writing
    2.4 English Writing in Junior Middle School
        2.4.1 The Current Situation of English Writing in Junior Middle School
        2.4.2 Measurements of English Writing Proficiency
    2.5 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 English Writing Test
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Pre-test Questionnaire
        3.4.2 Pre-test
        3.4.3 Teaching English Writing with Lexical Chunk Schema
            3.4.3.1 The Introduction of Lexical Chunk Schema
            3.4.3.2 The Identification of Lexical Chunk Schema
            3.4.3.3 The Construction of Lexical Chunk Schema
            3.4.3.4 The Consolidation of Lexical Chunk Schema
            3.4.3.5 The Application of Lexical Chunk Schema
        3.4.4 Post-test
        3.4.5 Post-test Questionnaire
        3.4.6 Interview
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Impacts of Lexical Chunk Schema on Students'Ability to Use Lexical Chunks
        4.1.1 Impacts on the Number of Lexical Chunks Used in English Writing
        4.1.2 Impacts on Students' Strategy of Using Lexical Chunks in English Writing
    4.2 Impacts of Lexical Chunk Schema on Students' English Writing Proficiency
        4.2.1 Impacts on English Writing Scores
        4.2.2 Impacts on English Writing Fluency
        4.2.3 Impacts on English Writing Accuracy
    4.3 Impacts of Lexical Chunk Schema on Students' Interests and Confidence in English Writing
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pre-test
Appendix Ⅲ Post-test
Appendix Ⅳ Interview Outline
Appendix Ⅴ Rating Criteria
Acknowledgements



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