【摘要】：詞塊教學法作為詞匯教學的一種手段,已經(jīng)越來越多的應用到外語教學的課堂當中。不同于其他教學方法,詞塊教學法更加注重詞塊或者詞組的整體結(jié)構(gòu)而不僅僅關(guān)注單個詞匯記憶。本文旨在探究詞塊教學法在小學英語教學中的應用情況,該調(diào)查研究主要探討以下兩個問題:1)詞塊教學法在小學英語教學的使用現(xiàn)狀如何?2)詞塊教學法對于小學生英語學習的影響如何?本研究通過定量和定性研究,以調(diào)查問卷、課堂觀察以及對實驗班和對照班的前測和后測作為研究工具。筆者根據(jù)Lewis提出的詞塊教學法的原則以及借鑒連海燕的高中英語教師詞塊意識調(diào)查問卷,以三所小學中的30名三至六年級英語教師為調(diào)查對象,自行設計了調(diào)查問卷來解決第一個研究問題,其內(nèi)容涵蓋語言內(nèi)容、語言技能、教學原則、教學手段以及語法糾錯五個方面,目的是為了調(diào)查詞塊教學法在小學英語教師中的應用水平。課堂觀察的對象來自調(diào)查問卷中詞塊教學法中等應用程度的兩名教師(教師A和教師B)。通過對六(1)班和六(2)班兩節(jié)詞塊教學法的英語課堂觀察,筆者進一步探究了詞塊教學法在小學英語課堂應用中出現(xiàn)的問題。對于第二個研究問題,筆者通過將六(2)作為實驗班,六(3)作為對照班,實驗班運用詞塊教學法授課,通過詞塊辨認、探索和強化三個方面開展教學。控制班則運用傳統(tǒng)的詞匯教學,前測的工具為學生期中考試試卷,在12周的實驗后用SPSS.22對期末考試試卷的數(shù)據(jù)結(jié)果進行統(tǒng)計分析。實驗班和對照班每班人數(shù)均為32人。通過對數(shù)據(jù)的分析,主要有以下發(fā)現(xiàn):第一,大部分的小學英語教師對詞塊教學法持肯定的態(tài)度且將詞塊教學法應用到實際教學中,然而部分教師對詞塊教學具體的方法以及語法糾錯方法認識錯誤且在實際應用中存在不足。且教師在將詞塊教學法應用到實際教學中時存在忽視詞塊間的搭配關(guān)系、教學過程,學生的交際能力,詞塊的探索,情境或上下文語境的現(xiàn)象。對于詞塊資源的拓展意識不強。第二,通過對比實驗組和對照組的期中和期末總成績,從數(shù)據(jù)上看,詞塊教學對于提高小學生英語綜合能力的效果并不突出。但實驗組的平均成績略高于對照組有向好的趨勢。由于詞塊教學法實驗時間限制,筆者相信詞塊教學法若能堅持下去,實驗組的綜合成績定會得到提高。本研究有如下啟示:小學英語教師要大力培養(yǎng)學生的詞塊自學意識,重視學生的自主研習能力;同時教師要加強詞塊教學法的理論學習、參加技能培訓,要進一步提高教師關(guān)于詞塊教學的能力,提高教師的理論修養(yǎng)和授課水平,探索積極有效的詞塊教學新方法。
[Abstract]:As a means of vocabulary teaching, lexical chunks have been applied more and more in foreign language teaching. Different from other teaching methods, lexical chunks pay more attention to the whole structure of lexical chunks or phrases than to individual lexical memory. The purpose of this paper is to explore the application of lexical chunks in primary English teaching. This research mainly discusses the following two questions: 1) what is the current situation of the use of lexical chunks in primary school English teaching? 2) what is the effect of lexical chunks on primary school students' English learning? Through quantitative and qualitative research, this study uses questionnaire, classroom observation and pre-test and post-test of experimental class and control class as research tools. According to the principles of lexical chunks proposed by Lewis and the questionnaire of lexical chunks consciousness of English teachers in senior high school, the author takes 30 English teachers of grades 3 to 6 in three primary schools as the subjects. We designed the questionnaire to solve the first research problem, which covers five aspects: language content, language skills, teaching principles, teaching methods and grammar correction. The purpose is to investigate the application of lexical chunks in primary school English teachers. The objects of classroom observation come from two teachers (teacher A and teacher B).) who have applied lexical chunks in the questionnaire. By observing the lexical chunks teaching in six (1) and six (2) classes, the author further explores the problems in the application of lexical chunks in primary English classes. For the second question, the author takes six (2) as the experimental class, six (3) as the control class, the experimental class uses the lexical chunks teaching method, and carries out the teaching through the lexical chunks identification, exploration and reinforcement. The control class uses the traditional vocabulary teaching. The pre-test tool is the students' midterm examination paper. After 12 weeks' experiment, SPSS.22 is used to analyze the data of the final examination paper. There were 32 students in each class of experimental class and control class. Through the analysis of the data, the main findings are as follows: first, the majority of primary school English teachers have a positive attitude towards lexical chunks and apply the lexical chunks to practical teaching. However, some teachers know wrong about the concrete methods of lexical chunks teaching and the methods of correcting errors in grammar, and there are some shortcomings in practical application. Teachers ignore the collocation relationship between lexical chunks, the teaching process, students' communicative competence, the exploration of lexical chunks, and the situation or context when applying lexical chunks to practical teaching. The sense of expansion of lexical chunks is not strong. Secondly, by comparing the midterm and final results of the experimental group and the control group, from the data point of view, the effect of lexical chunks teaching on improving pupils' English comprehensive ability is not outstanding. But the average score of the experimental group was slightly higher than that of the control group. Due to the limitation of experimental time, the author believes that if the teaching method of lexical chunks can be persisted, the comprehensive achievement of the experimental group will be improved. The findings of this study are as follows: primary school English teachers should make great efforts to cultivate students' self-learning consciousness of lexical chunks, attach importance to students' self-study ability, and teachers should strengthen the theoretical study of lexical chunks teaching method and participate in skills training. It is necessary to further improve teachers' ability to teach lexical chunks, improve teachers' theoretical accomplishment and teaching level, and explore positive and effective new methods of lexical chunks teaching.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31

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本文編號：2270319