高中生英語作文中詞塊使用情況的調(diào)查研究
發(fā)布時間：2019-05-26 20:21
【摘要】：近年來,很多研究者開始關(guān)注詞塊研究,一些研究者發(fā)現(xiàn)本族語者能夠流利、快速地表達,是因為他們在腦海里儲存了大量的詞塊。詞塊是指出現(xiàn)頻率高、作為整體儲存和使用的程式化序列。它融合了語法、語義和語境的優(yōu)勢,被認為是理想的語言教學單位。所以一些研究者就開始把詞塊引入英語教學中,并且發(fā)現(xiàn)詞塊對英語教學尤為重要。由于詞塊在語言習得中有重要作用,對學習者詞塊使用的研究就變得尤為必要。目前國內(nèi)關(guān)于詞塊的研究主要以理論研究為主,研究的對象也局限于大學生,針對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名高一學生的英語作文為研究對象,通過分析40份高分作文和40份低分作文中詞塊的使用情況,旨在探究高中英語寫作中詞塊使用的特點及其存在的原因。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構(gòu)架詞塊,聚合詞詞塊次之,句型框架位居第三,習語詞塊使用最少;高分作文中使用聚合詞,短語構(gòu)架詞塊,句型框架和習語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單常用詞塊的現(xiàn)象較為明顯。同時還發(fā)現(xiàn),高中生在使用詞塊時存在很多問題。一是部分詞塊拼寫錯誤或者出現(xiàn)拼寫遺漏;二是部分詞塊形式上不標準;三是部分正確的詞塊沒有用在合適的語境中�；谶@些研究發(fā)現(xiàn),作者給高中英語教師提出了幾點在詞塊教學上的建議。
[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.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
本文編號：2485605
[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.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
【參考文獻】
相關(guān)期刊論文 前9條
1 楊瀅瀅;;英語專業(yè)學習者同一主題作文的詞匯發(fā)展和詞塊運用特征[J];外語界;2014年02期
2 夏存國;;詞塊教學法與學生英語閱讀能力的探索[J];中國教育技術(shù)裝備;2013年27期
3 劉曉玲;劉鑫鑫;;基于語料庫的大學生書面語詞塊結(jié)構(gòu)類型和語用功能研究[J];中國外語;2009年02期
4 陳偉平;;增強學生詞塊意識 提高學生寫作能力[J];外語界;2008年03期
5 桂詩春;;英語詞匯學習面面觀——答客問[J];外語界;2006年01期
6 丁言仁,戚焱;詞塊運用與英語口語和寫作水平的相關(guān)性研究[J];解放軍外國語學院學報;2005年03期
7 刁琳琳;英語本科生詞塊能力調(diào)查[J];解放軍外國語學院學報;2004年04期
8 張建琴;中國高、中、初級英語學習者詞匯短語使用的對比研究[J];外語界;2004年01期
9 廉潔;詞匯短語對第二語言習得的作用[J];外語界;2001年04期
相關(guān)碩士學位論文 前6條
1 陸黎梅;詞塊法在大學英語寫作教學中的應(yīng)用研究[D];廣州大學;2013年
2 李吉;詞塊理論在高中英語寫作教學中的應(yīng)用[D];上海師范大學;2012年
3 黃軼;詞塊法對寫作語言準確性影響研究[D];湖南大學;2011年
4 朱蕓蕓;詞塊對英語聽力理解的影響[D];廣西師范大學;2009年
5 郭曉卉;詞塊能力對英語專業(yè)寫作的影響[D];青島科技大學;2008年
6 王娟;中國大學生英語作文中的詞匯板塊研究[D];陜西師范大學;2006年
，本文編號：2485605
本文鏈接：http://sikaile.net/waiyulunwen/yingyulunwen/2485605.html
最近更新
教材專著
