本文選題：主題教學 + 語塊輸入　； 參考：《廣州大學》2017年碩士論文

【摘要】：寫作在英語學習中占有很重要的地位,它不僅是提高高中生英語語言技能必不可少的部分,同時也是衡量高中生英語綜合能力的重要途徑。然而英語寫作對中國學生來說一直都是難點。許多學生經(jīng)過多年的英語學習,寫作能力仍然處于較低水平。詞匯量匱乏、句型單一、缺乏連貫性、中式英語等問題大量存在于目前高中生的英語寫作中。因此,如何提高高中生的英語寫作水平一直備受關(guān)注。近年來,語塊作為真實交際中以高頻率出現(xiàn)的大于單詞的語言現(xiàn)象,引起各國英語教學研究者的關(guān)注。研究表明,80%的語言表達都是由那些介于單詞與句子之間的固定、半固定的語塊結(jié)構(gòu)組成的。它們可以作為整體被儲存在學習者的記憶中,在使用時能夠被直接提取,無需經(jīng)過語法的生成和分析。作為集語法、語義和語境于一身的語言單位,語塊是語言輸入、強化、儲存和輸出的最佳模式,對于幫助學生提高語言輸入與輸出發(fā)揮著重要作用。筆者認為語塊在英語寫作教學中有著廣闊的運用前景。另外,高中英語教材是以單元主題為主要框架體系來編排的,每個單元主題下含有大量與主題相關(guān)的語塊。有研究表明,主題教學可以優(yōu)化語言的輸入,幫助學習者增加語言輸入量。筆者認為,以主題為基礎(chǔ)來輸入相關(guān)語塊,可以使學生的記憶更有效,也可以幫助學生在寫作時,特別是寫作考試時間緊迫的情況下能更快速地回想與寫作主題相關(guān)的語塊。因此,筆者將單元主題教學與語塊輸入教學相結(jié)合,形成一種新的教學模式,即基于主題的語塊輸入教學。從2016年9月到12月,筆者開展了此次行動研究來探索基于主題的語塊輸入對高中生英語寫作的影響。本研究期望能回答以下研究問題:(1)基于主題的語塊輸入能否幫助提高高中生的英語寫作成績?(2)基于主題的語塊輸入對高中生英語寫作中詞塊的運用有什么影響?在該行動研究中,參與者為廣州大學附屬東江中學高二年級11班的40名學生。該研究共持續(xù)了16周,并運用了量化和質(zhì)化相結(jié)合的方法。研究開始之初,筆者先對學生進行了一周語塊知識的訓練,目的是培養(yǎng)學生識別語塊的意識。第一輪行動持續(xù)6周,在此期間,筆者通過對期中英語寫作測試、訪談、課堂觀察、教師日志進行分析,對自己的教學進行反思并修正計劃為第二輪行動做準備�；谛拚挠媱�,筆者展開第二輪為期9周的研究。為了回答與討論研究問題,筆者對前后兩輪行動收集的定性和定量的數(shù)據(jù)進行了分析。通過對寫作測試、訪談、課堂觀察、教師日志的分析與討論,我們可以得出,基于主題的語塊輸入能夠幫助提高學生的英語寫作成績;再者,基于主題的語塊輸入能夠從語塊數(shù)量、準確性和豐富性三個方面加強學生在英語寫作中對語塊的運用。此次行動研究有利于進一步拓展語塊在英語寫作教學中的運用,為英語教師改進寫作教學提供了參考。
[Abstract]:Writing plays an important role in English learning. It is not only an indispensable part of improving senior high school students' English language skills, but also an important way to measure high school students' English comprehensive ability. However, English writing has always been difficult for Chinese students. Many students have been learning English for many years, but their writing ability is still at a low level. Lack of vocabulary, single sentence structure, lack of coherence, Chinglish and other problems exist in the current English writing of senior high school students. Therefore, how to improve the English writing level of high school students has been concerned. In recent years, chunks have attracted the attention of English teaching researchers all over the world. Research shows that 80% of language expressions are composed of fixed, semi-fixed chunks between words and sentences. They can be stored as a whole in learners' memory and can be extracted directly without grammar generation and analysis. As a language unit of grammar, semantics and context, chunks are the best mode of language input, reinforcement, storage and output, and play an important role in helping students improve their language input and output. The author thinks that chunks have a bright future in the teaching of English writing. In addition, high school English textbooks are organized with unit themes as the main frame system, each unit subject contains a large number of thematic related chunks. Some studies have shown that topic teaching can optimize language input and help learners increase language input. The author believes that the input of relevant chunks on the basis of themes can make students' memory more effective, and it can also help students to recall the chunks related to the writing themes more quickly when writing, especially when the writing test time is short. Therefore, the author combines the unit subject teaching with the chunk input teaching to form a new teaching model, that is, the subject based chunk input teaching. From September to December 2016, the author conducted an action study to explore the impact of thematic chunks input on senior high school students' English writing. This study is expected to answer the following research question: 1) whether theme-based chunks can help improve senior high school students' English writing scores? (2) how does theme-based chunks affect the use of lexical chunks in senior high school students' English writing? In the action study, 40 students were enrolled in Class 11, Grade 11, Dongjiang Middle School affiliated to Guangzhou University. The study lasted 16 weeks and used a combination of quantitative and qualitative methods. At the beginning of the study, the author first trained the students on the knowledge of chunks for a week, in order to cultivate the students' awareness of identifying chunks. The first round of action lasted for 6 weeks. During this period, the author analyzed the mid-term English writing test, interviews, classroom observation, and teacher log to reflect on his teaching and revise the plan to prepare for the second round of action. Based on the revised plan, the second round of 9-week study was carried out. In order to answer and discuss the research questions, the author analyzes the qualitative and quantitative data collected from the two rounds of action. Through the analysis and discussion of writing tests, interviews, classroom observations and teacher logs, we can conclude that theme-based chunks can help students improve their English writing scores. Thematic chunks input can enhance students' use of chunks in English writing from three aspects: number, accuracy and richness. This action study is helpful to further expand the use of chunks in English writing teaching, and provides a reference for English teachers to improve their writing teaching.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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