Michael Lewis在1993年首次提出了詞塊教學(xué)法。Lewis認(rèn)為,語(yǔ)言并非由傳統(tǒng)的語(yǔ)法和詞匯組成,而是由詞塊組成。詞塊是一種介于詞匯和語(yǔ)法之間的,有一定的語(yǔ)用和語(yǔ)法功能、形式上較為固定的多詞詞匯現(xiàn)象。研究表明,在英語(yǔ)寫作中,適當(dāng)運(yùn)用詞塊不僅有助于克服母語(yǔ)負(fù)遷移的障礙,提高語(yǔ)言表達(dá)的準(zhǔn)確性和地道性,也有利于增加寫作的流利性。因此,本研究將詞塊教學(xué)法應(yīng)用到高中英語(yǔ)寫作教學(xué)中,旨在探究詞塊教學(xué)法對(duì)高中生英語(yǔ)寫作準(zhǔn)確性、流利性和復(fù)雜性的影響。具體地說(shuō),本文提出了以下三個(gè)研究問(wèn)題:(1)詞塊教學(xué)法對(duì)高中生英語(yǔ)寫作的準(zhǔn)確性有何影響?(2)詞塊教學(xué)法對(duì)高中生英語(yǔ)寫作的流利性有何影響?(3)詞塊教學(xué)法對(duì)高中生英語(yǔ)寫作的復(fù)雜性有何影響?本實(shí)驗(yàn)在石家莊市潤(rùn)德學(xué)校高二年級(jí)的兩個(gè)平行班中開展進(jìn)行。在實(shí)驗(yàn)班,教師引入詞塊教學(xué)法,注重培養(yǎng)學(xué)生的詞塊意識(shí),引導(dǎo)學(xué)生識(shí)別、鞏固、積累和應(yīng)用詞塊�？刂瓢嗍褂贸Ｒ�(guī)的教學(xué)方法,教師不對(duì)詞塊作過(guò)多強(qiáng)調(diào)。在實(shí)驗(yàn)前后,筆者都對(duì)實(shí)驗(yàn)對(duì)象進(jìn)行了寫作測(cè)試,并用L2SCA軟件計(jì)算出寫作樣本的準(zhǔn)確性,流利性和復(fù)雜性,最后輸入SPSS軟件進(jìn)行分析。數(shù)據(jù)分析表明,實(shí)驗(yàn)班學(xué)生的寫作準(zhǔn)確性... 

【文章來(lái)源】： 趙慧 河北師范大學(xué)

【文章頁(yè)數(shù)】：77 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose and significance
    1.3 Thesis framework
Chapter Two Literature Review
    2.1 Lexical chunks
        2.1.1 Definitions of lexical chunks
        2.1.2 Classifications of lexical chunks
    2.2 Lexical Approach
        2.2.1 The development of Lexical Approach
        2.2.2 Key principles of Lexical Approach
        2.2.3 Activities and exercises in Lexical Approach
    2.3 Researches on the application of Lexical Approach into writing
        2.3.1 Researches on the application of Lexical Approach into writing abroad
        2.3.2 Researches on the application of Lexical Approach into writing at home
    2.4 Theoretical foundations
        2.4.1 Psychological linguistics foundations
        2.4.2 Language acquisition theory foundations
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Research instruments
    3.4 Research procedures
        3.4.1 Pre-test
        3.4.2 Experiment
        3.4.3 Post-test
    3.5 Data collection and analysis
    3.6 A sample lesson plan
Chapter Four Results and Discussions
    4.1 The effect of Lexical Approach on writing accuracy
        4.1.1 Results of writing accuracy in the pre-test of EC and CC
        4.1.2 Results of writing accuracy in the post-test of EC and CC
        4.1.3 Discussions of the effect of lexical approach on writing accuracy
    4.2 The effect of Lexical Approach on writing fluency
        4.2.1 Results of writing fluency in the pre-test of EC and CC
        4.2.2 Results of writing fluency in the post-test of the EC and CC
        4.2.3 Discussions of the effect of lexical approach on writing fluency
    4.3 The effect of Lexical Approach on writing complexity
        4.3.1 Results of writing complexity in the pre-test of EC and CC
        4.3.2 Results of writing complexity in the post-test of EC and CC
        4.3.3 Discussions of the effect of lexical approach on writing complexity
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations of the study and suggestions for further study
References
Appendices
    Appendix Ⅰ Pre-test paper
    Appendix Ⅱ Post-test paper
    Appendix Ⅲ Samples of students’compositions
Acknowledgements


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