【摘要】：詞匯教學(xué)法近年來越來越得到語言學(xué)界的重視。當(dāng)代著名語言學(xué)家邁克爾·劉易斯,1993年首次提出詞塊教學(xué)法。國內(nèi)外的學(xué)者已就此具有廣泛的實(shí)證研究。然而,之前與詞塊有關(guān)的大量研究中其研究對象主要集中在在校大學(xué)生,對剛剛學(xué)習(xí)英語的小學(xué)生的研究甚少。而小學(xué)階段是學(xué)生學(xué)習(xí)英語的開始階段,對這一群體進(jìn)行詞塊教學(xué)的關(guān)注無疑會對小學(xué)英語教學(xué)研究有著極為重要的借鑒意義。本文以詞塊教學(xué)以及信息加工為理論框架對詞塊教學(xué)在小學(xué)生英語詞匯學(xué)習(xí)的影響進(jìn)行研究。詞塊教學(xué)理論強(qiáng)調(diào)教學(xué)的重點(diǎn)應(yīng)該是搭配、固定表達(dá)、句子框架和引語這樣的多語詞塊。因此,本研究目的提出三個(gè)研究問題:(1)詞塊教學(xué)法在小學(xué)詞匯教學(xué)中的運(yùn)用能促進(jìn)學(xué)生更好地識記單詞嗎?(2)把詞塊教學(xué)運(yùn)用到小學(xué)詞匯教學(xué)中是否能幫助學(xué)生更加準(zhǔn)確地運(yùn)用單詞?(3)詞塊教學(xué)法是否能促進(jìn)小學(xué)生的語塊意識的提高?為了證實(shí)詞塊教學(xué)法對小學(xué)生英語詞匯學(xué)習(xí)的作用,本研究選擇兩個(gè)平行班的90名小學(xué)六年級學(xué)生參加該實(shí)驗(yàn),筆者進(jìn)行了為期12周的實(shí)證研究對比分析實(shí)驗(yàn)組(45人)和對照組(45人)的效果。在實(shí)驗(yàn)過程中,實(shí)驗(yàn)班運(yùn)用詞塊教學(xué)法進(jìn)行詞匯教學(xué),以詞塊為主線,引導(dǎo)學(xué)生通過一系列活動來辨認(rèn)、探索和強(qiáng)化詞塊從而達(dá)到幫助學(xué)生學(xué)習(xí)單詞的目的�？刂瓢鄤t運(yùn)用傳統(tǒng)的詞匯教學(xué)法。實(shí)驗(yàn)前后對研究對象進(jìn)行前測和后測,前測的目的在于保證兩組受試在實(shí)驗(yàn)之前的同質(zhì)性,后測則為了觀察在經(jīng)過詞塊教學(xué)后實(shí)驗(yàn)班學(xué)生在單詞記憶,運(yùn)用上是否有提高,并用SPSS 22.0對數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析。通過獨(dú)立樣本T檢驗(yàn)發(fā)現(xiàn)實(shí)驗(yàn)組和控制組在實(shí)驗(yàn)后的兩次單詞測驗(yàn)中都存在顯著性差異。證明了通過詞塊教學(xué)法對小學(xué)生記憶詞匯的有效性,同時(shí),學(xué)生以詞塊為單位進(jìn)行記憶之后,就能夠整體的提取這些詞匯,并正確運(yùn)用到完形填空的任務(wù)中,提高了學(xué)生正確使用詞匯的能力。從調(diào)查問卷結(jié)果可看出,實(shí)驗(yàn)班學(xué)生在英語學(xué)習(xí)中的詞匯意識相較于實(shí)驗(yàn)前有顯著提高。最后,基于實(shí)驗(yàn)過程和研究結(jié)果,筆者就如何更好地將今后的研究提出了以下三條建議。第一,應(yīng)當(dāng)適當(dāng)延長研究時(shí)間以確保實(shí)驗(yàn)的信度;第二,該實(shí)驗(yàn)操作應(yīng)當(dāng)應(yīng)用到其他學(xué)校的其他年級中,以檢驗(yàn)其是否起到同樣的作用;第三,調(diào)查問卷應(yīng)當(dāng)在前人基礎(chǔ)上進(jìn)一步細(xì)化到具體學(xué)科,以確保其準(zhǔn)確性。
[Abstract]:Vocabulary teaching method has been paid more and more attention by the linguists in recent years. Michael Lewis, a famous contemporary linguist, first proposed the lexical chunks teaching method in 1993. Scholars at home and abroad have extensive empirical research on this issue. However, previous studies on lexical chunks mainly focus on college students, and few studies have been conducted on pupils who have just learned English. The primary school stage is the beginning stage for students to learn English. The focus on lexical chunks teaching for this group will undoubtedly be of great significance to the study of English teaching in primary schools. Based on the theoretical framework of lexical chunks teaching and information processing, this paper studies the effects of lexical chunks teaching on primary school students' English vocabulary learning. Lexical chunk teaching theory emphasizes that the emphasis of teaching should be on collocation, fixed expression, sentence frame, and multilingual lexical chunks such as quotation. therefore The purpose of this study is to put forward three research questions: (1) can the use of lexical chunks in vocabulary teaching in primary schools promote students to better memorize words? (2) can the application of lexical chunks in primary vocabulary teaching help students to be more accurate? (3) can the lexical chunks teaching method promote the pupils' awareness of lexical chunks? In order to verify the effect of lexical chunks on English vocabulary learning in primary school students, 90 sixth graders from two parallel classes were selected to participate in the experiment. A 12-week empirical study was conducted to compare the effects of the experimental group (45 cases) and the control group (45 cases). In the course of the experiment, the experimental class uses the lexical chunks teaching method to carry on the vocabulary teaching, takes the lexical chunks as the main line, guides the students to identify, explore and strengthen the lexical chunks through a series of activities, so as to help the students to learn the words. The control class uses the traditional vocabulary teaching method. The purpose of pre-test and post-test was to ensure the homogeneity of the two groups before and after the experiment, and the post-test was to observe whether the students in the experimental class had improved their memory of words after the teaching of lexical chunks. The data were statistically analyzed with SPSS 22. 0. Independent sample T test showed that there were significant differences between the experimental group and the control group in the two word tests after the experiment. It is proved that the lexical chunks teaching method is effective for pupils to memorize vocabulary. At the same time, after students memorize lexical chunks, they can extract these words as a whole and apply them to the task of cloze filling. It improves the students' ability to use vocabulary correctly. It can be seen from the results of the questionnaire that the vocabulary awareness of the students in the experimental class is significantly higher than that before the experiment. Finally, based on the experimental process and research results, the author puts forward the following three suggestions on how to better study the future. First, the duration of the study should be extended appropriately to ensure the reliability of the experiment; second, the experimental operation should be applied to other grades in other schools to test whether it played the same role; and thirdly, The questionnaire should be further refined to specific subjects on the basis of predecessors to ensure its accuracy.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31

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