發(fā)布時(shí)間：2019-05-26 20:21

【摘要】：近年來(lái),很多研究者開(kāi)始關(guān)注詞塊研究,一些研究者發(fā)現(xiàn)本族語(yǔ)者能夠流利、快速地表達(dá),是因?yàn)樗麄冊(cè)谀X海里儲(chǔ)存了大量的詞塊。詞塊是指出現(xiàn)頻率高、作為整體儲(chǔ)存和使用的程式化序列。它融合了語(yǔ)法、語(yǔ)義和語(yǔ)境的優(yōu)勢(shì),被認(rèn)為是理想的語(yǔ)言教學(xué)單位。所以一些研究者就開(kāi)始把詞塊引入英語(yǔ)教學(xué)中,并且發(fā)現(xiàn)詞塊對(duì)英語(yǔ)教學(xué)尤為重要。由于詞塊在語(yǔ)言習(xí)得中有重要作用,對(duì)學(xué)習(xí)者詞塊使用的研究就變得尤為必要。目前國(guó)內(nèi)關(guān)于詞塊的研究主要以理論研究為主,研究的對(duì)象也局限于大學(xué)生,針對(duì)高中階段詞塊使用的研究是極少的。因此,本篇論文基于Nattinger和DeCarrico的詞塊理論,以80名高一學(xué)生的英語(yǔ)作文為研究對(duì)象,通過(guò)分析40份高分作文和40份低分作文中詞塊的使用情況,旨在探究高中英語(yǔ)寫(xiě)作中詞塊使用的特點(diǎn)及其存在的原因。研究發(fā)現(xiàn):比低分作文相比,高分作文中使用了更多的詞塊;高分作文與低分文中出現(xiàn)最多的詞塊均是短語(yǔ)構(gòu)架詞塊,聚合詞詞塊次之,句型框架位居第三,習(xí)語(yǔ)詞塊使用最少;高分作文中使用聚合詞,短語(yǔ)構(gòu)架詞塊,句型框架和習(xí)語(yǔ)詞塊都明顯多于低分作文;高分作文和低分作文中詞塊的使用相對(duì)都比較單一,但低分作文中,重復(fù)使用同一詞塊和使用某些簡(jiǎn)單常用詞塊的現(xiàn)象較為明顯。同時(shí)還發(fā)現(xiàn),高中生在使用詞塊時(shí)存在很多問(wèn)題。一是部分詞塊拼寫(xiě)錯(cuò)誤或者出現(xiàn)拼寫(xiě)遺漏;二是部分詞塊形式上不標(biāo)準(zhǔn);三是部分正確的詞塊沒(méi)有用在合適的語(yǔ)境中�；谶@些研究發(fā)現(xiàn),作者給高中英語(yǔ)教師提出了幾點(diǎn)在詞塊教學(xué)上的建議。
[Abstract]:In recent years, many researchers have begun to pay attention to lexical chunks. Some researchers have found that native speakers can express them fluently and quickly because they store a large number of lexical chunks in their minds. Lexical chunks refer to stylized sequences that occur frequently and are stored and used as a whole. It combines the advantages of grammar, semantics and context and is considered to be an ideal language teaching unit. Therefore, some researchers began to introduce lexical chunks into English teaching, and found that lexical chunks are particularly important for English teaching. Because lexical chunks play an important role in language acquisition, it is particularly necessary to study the use of lexical chunks by learners. At present, the domestic research on lexical chunks is mainly theoretical research, the research object is also limited to college students, the research on the use of lexical chunks in senior high school is very few. Therefore, based on the lexical chunks theory of Nattinger and DeCarrico, this paper takes the English compositions of 80 freshmen as the research object, and analyzes the use of lexical chunks in 40 high-score and 40 low-score compositions. The purpose of this paper is to explore the characteristics of lexical chunks in senior high school English writing and the reasons for their existence. It is found that more lexical chunks are used in the high score composition than in the low score composition. In the high score composition and the low score article, the most common lexical chunks are the phrase frame lexical chunks, the aggregated lexical chunks are the second, the sentence pattern framework is the third, and the idiom lexical chunks are the least used. The use of aggregated words, phrase structure lexical chunks, sentence pattern frames and idiom lexical chunks in high score composition is significantly more than that in low score composition. The use of lexical chunks in high score composition and low score composition is relatively single, but in low score composition, the phenomenon of repeated use of the same lexical block and the use of some simple common lexical chunks is more obvious. At the same time, it is also found that there are many problems in the use of lexical chunks by senior high school students. One is that some lexical chunks are misspelled or there are spelling omissions; the other is that some lexical chunks are not standard in form; third, some correct lexical chunks are not used in the appropriate context. Based on these findings, the author puts forward some suggestions on lexical chunks for senior high school English teachers.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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