本文選題：預(yù)制語塊　切入點：英語寫作水平　出處：《山西財經(jīng)大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：在英語四大技能:聽、說、讀、寫中,學(xué)生的寫作水平是衡量其英語水平的重要標桿之一。然而經(jīng)過作者的觀察,非英語專業(yè)的學(xué)生在寫作方面非常薄弱。導(dǎo)致這一現(xiàn)象的原因有很多,但是最關(guān)鍵的一點在于,教師在教授寫作的過程中所使用的傳統(tǒng)教學(xué)模式。在傳統(tǒng)的課堂中,教師主要是通過講解單詞的模式幫助學(xué)生去積累詞匯,以此來提高學(xué)生的寫作能力。但是在這種情況下,學(xué)生寫出的句子都是支離破碎、不連貫的。近年來,隨著對預(yù)制語塊的研究不斷加深,人們發(fā)現(xiàn),預(yù)制語塊在寫作中扮演著重要作用,為英語寫作教學(xué)提供了新的方向。本文以NattingerDeCarrico的預(yù)制語塊分類法(1992)為基礎(chǔ),以Michael Lewis(1993)的語塊教學(xué)法為指導(dǎo),通過辨別,輸入,練習(xí),鞏固,積累和輸出這些步驟為切入點,來幫助非英語專業(yè)的學(xué)生掌握預(yù)制語塊并運用于寫作當中。在具體的研究過程中,作者采用前后測試和問卷、定性與定量相結(jié)合的方式來分析預(yù)制語塊在寫作教學(xué)中的作用,力求研究的客觀與準確,也為英語寫作教學(xué)提供一些建議,使更多的學(xué)生受益。本研究旨在調(diào)查,隨著預(yù)制語塊在寫作教學(xué)過程中的應(yīng)用,非英語專業(yè)學(xué)生的寫作水平和語塊水平會發(fā)生什么變化?作文中使用的語塊數(shù)量是否也會隨之發(fā)生變化?另外,在四大類預(yù)制語塊中,哪一種對寫作水平的提升貢獻最大?這一問題也會被進一步探討,具體的研究問題如下:1.預(yù)制語塊的應(yīng)用將會對非英語專業(yè)學(xué)生的語塊水平和寫作水平產(chǎn)生什么影響?2.如果學(xué)生的寫作水平有所提高,那么在作文中運用的預(yù)制語塊的數(shù)量有什么變化?哪一種語塊類型對寫作水平的提高貢獻最大?3.在預(yù)制語塊的教學(xué)實驗之后,學(xué)生對于這一方法的態(tài)度是什么?會給我們的教學(xué)帶來什么啟示?本實驗選擇筆者任教的山西大學(xué)商務(wù)學(xué)院15級旅游管理專業(yè)的兩個班作為參與者,人數(shù)分別為41和45。在教學(xué)方法上,實驗班采用以預(yù)制語塊為特色的語言教學(xué)法,控制班采用傳統(tǒng)的教學(xué)法,以單詞語法的講授為主。在實驗前后,會對學(xué)生進行語塊和寫作水平測試,并將測試結(jié)果用SPSS進行數(shù)據(jù)分析,在實驗結(jié)束之后,實驗班的學(xué)生還會進行一次問卷調(diào)查,結(jié)合調(diào)查結(jié)果得出以下結(jié)論:預(yù)制語塊在教學(xué)過程中的應(yīng)用可以提高學(xué)生的語塊水平和寫作水平,隨著寫作水平的提高,實驗班學(xué)生的作文中語塊的數(shù)量也隨之提高。在四大類別的語塊中,句子構(gòu)造成分對寫作水平的貢獻最大。在實驗結(jié)束后,學(xué)生對于預(yù)制語塊持積極態(tài)度,希望在以后的教學(xué)中可以繼續(xù)使用。同時在研究的最后,對預(yù)制語塊教學(xué)和未來研究的建議也被提出。事實上,與本研究相關(guān)的理論研究在國內(nèi)并不少見。但是本研究的獨特之處在于,以實證為手段的預(yù)制語塊和寫作水平相關(guān)性研究有利于理解預(yù)制語塊在寫作中的實際應(yīng)用,而不僅僅停留于理論層面。
[Abstract]:In the four English skills: listening, speaking, reading and writing, the students' writing level is one of the important benchmarks to measure their English proficiency. Non-English majors are very weak in writing. There are many reasons for this phenomenon, but the most important point is the traditional teaching mode used by teachers in the process of teaching writing. Teachers mainly help students to accumulate vocabulary by explaining words, so as to improve students' writing ability. But in this case, the sentences written by students are fragmented and inconsistent in recent years. With the deepening of the study of prefabricated chunks, it is found that prefabricated chunks play an important role in writing and provide a new direction for the teaching of English writing. This paper is based on NattingerDeCarrico's classification of prefabricated chunks (1992). Guided by Michael Lewis 1993, we help non-English majors master prefabricated chunks and apply them to writing by identifying, inputting, practicing, consolidating, accumulating and outputting these steps. The author analyzes the role of prefabricated lexical chunks in writing teaching by means of pre-and post-test and questionnaire, qualitative and quantitative analysis, in order to make the research objective and accurate, and provide some suggestions for the teaching of English writing. The purpose of this study is to investigate how the writing and chunks of non-English majors will change with the application of prefabricated chunks in the process of writing teaching. Will the number of chunks used in the composition change with it? In addition, which of the four major categories of prefabricated chunks contributes the most to the improvement of writing proficiency? The specific research questions are as follows: 1. What effect will the application of prefabricated chunks have on the chunks and writing proficiency of non-English majors? 2. What is the change in the number of prefabricated chunks used in the composition if the students' writing level is improved? Which type of chunks contributes most to the improvement of writing proficiency? 3. What is the attitude of the students towards this method after the teaching experiment of prefabricated chunks? What enlightenment will it bring to our teaching? In this experiment, two classes, 41 and 45, were chosen as participants in the tourism management major of Grade 15 of Shanxi University School of Business, respectively. In terms of teaching methods, the experimental class adopted a language teaching method characterized by prefabricated chunks. The control class adopts the traditional teaching method, mainly teaching the word grammar. Before and after the experiment, the students will be tested on the language chunks and writing proficiency, and the test results will be analyzed with SPSS. After the experiment, the results will be analyzed. The students in the experimental class will also carry out a questionnaire survey and draw the following conclusions: the application of prefabricated chunks in the teaching process can improve the students' level of chunks and writing, and with the improvement of writing proficiency, The number of chunks in the composition of the experimental class also increased. Among the four categories of chunks, sentence construction contributed the most to the writing level. After the experiment, the students held a positive attitude towards the prefabricated chunks. It is hoped that it will continue to be used in future teaching. At the end of the study, suggestions for prefabricated chunks teaching and future research are also proposed. In fact, Theoretical studies related to this study are not uncommon in China, but the unique point of this study is that the empirical research on the correlation between prefabricated chunks and writing proficiency is helpful to understand the practical application of prefabricated chunks in writing. Not just at the theoretical level.
【學(xué)位授予單位】：山西財經(jīng)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

【參考文獻】

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本文編號：1562074