本文關(guān)鍵詞：可理解性輸入假說視閾下初中英語詞塊教學(xué)研究　出處：《吉林大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：初中英語學(xué)習(xí)的重點(diǎn)是詞匯,而詞塊輸入是學(xué)習(xí)詞匯的一種有效方法。因此本論文探討詞塊輸入在初中英語教學(xué)中的應(yīng)用,以及詞塊教學(xué)法對初中生的英語綜合能力的影響。詞塊是以一個(gè)整體的形式儲存在人的大腦中,也是處理語言的最理想單位,它們是有意義的語言單位而不是單一的單詞。它能減輕記憶的負(fù)擔(dān),加快語言習(xí)得的速度,對語言習(xí)得和語言輸出都有促進(jìn)作用。Michael Lewis(1993)指出詞塊突破了傳統(tǒng)意義上的詞塊搭配,強(qiáng)調(diào)固定詞組、搭配和句子的綜合應(yīng)用。因此,詞塊成為語言使用的重點(diǎn),也成為語言教學(xué)的重點(diǎn)。為了檢測詞塊教學(xué)法對初中生的英語能力的影響,筆者從2015年8月到2016年1月在長春市某初中進(jìn)行了為期五個(gè)月的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)對象是筆者所教的初二年級兩個(gè)平行班,每班各30人。作者隨機(jī)選取了初二一班為實(shí)驗(yàn)班,初二二班為控制班。在實(shí)驗(yàn)班,采用詞塊教學(xué)輸入,并引導(dǎo)學(xué)生應(yīng)用詞塊提高自己的英語學(xué)習(xí)能力。而在控制班中仍然沿用傳統(tǒng)的詞匯單獨(dú)講解的詞匯教學(xué)方法。因此本文中作者提出了三個(gè)研究問題,分別是:(1)教學(xué)實(shí)驗(yàn)前,實(shí)驗(yàn)組與控制組學(xué)生的英語成績是如何分布的?教學(xué)實(shí)驗(yàn)之后,實(shí)驗(yàn)組與控制組學(xué)生的英語成績分布又有何特點(diǎn)?(2)詞塊的使用和實(shí)驗(yàn)后測成績有什么關(guān)系?(3)實(shí)驗(yàn)組的學(xué)生對詞塊教學(xué)持什么樣的態(tài)度?本次實(shí)驗(yàn)運(yùn)用了定性研究和定量研究相結(jié)合的方法來確保實(shí)驗(yàn)的可信性與有效性。在定量研究中,作者使用SPSS17.0對實(shí)驗(yàn)前測和后測結(jié)果進(jìn)行對比分析,還進(jìn)行了問卷調(diào)查。此外運(yùn)用訪談進(jìn)行定性研究。此次實(shí)驗(yàn)有三個(gè)發(fā)現(xiàn)。第一,實(shí)驗(yàn)班和控制班學(xué)生的成績在實(shí)驗(yàn)前幾乎沒有差異。但是在實(shí)驗(yàn)后,相比較控制班,實(shí)驗(yàn)班在使用詞塊教學(xué)法的指導(dǎo)下成績有了相對明顯的提高。第二,前測和后測試卷題型相同,都包括七大題型,即聽力、單選、完型、閱讀、適當(dāng)形式填空、句型轉(zhuǎn)換和寫作。通過對比研究兩個(gè)班,作者發(fā)現(xiàn),詞塊教學(xué)法能夠有效提高中學(xué)生在單選、完型填空,和適當(dāng)形式填空的能力。最后,實(shí)驗(yàn)之后,學(xué)生開始認(rèn)識到詞塊的重要性,學(xué)生開始有意識地識記英語詞塊。此次實(shí)驗(yàn),拓展了學(xué)生的詞匯量也對他們的英語能力有提高促進(jìn)作用。此外,詞塊教學(xué)法激發(fā)了學(xué)生學(xué)習(xí)英語的積極性。文章最后,作者指出了此次研究中的不足之處,并提出了一些相關(guān)的建議,希望能夠?yàn)槿蘸蟮某踔杏⒄Z教學(xué)帶來一些啟示。
[Abstract]:The focus of junior high school English learning is vocabulary, and lexical chunks input is an effective way to learn vocabulary. Therefore, this paper discusses the application of lexical chunks input in junior high school English teaching. And the influence of lexical chunks teaching method on junior high school students' English comprehensive ability. Lexical chunks are stored in the human brain as a whole and are also the most ideal units for language processing. They are meaningful language units rather than single words. They can lighten the burden of memory and speed up language acquisition. Michael Lewis 1993) points out that lexical chunks break through traditional lexical chunks and emphasize fixed phrases. Therefore, lexical chunks have become the focus of language use and language teaching. In order to test the impact of lexical chunks teaching on junior high school students' English ability. From August 2015 to January 2016, the author conducted a five-month teaching experiment in a junior high school in Changchun. The author randomly selected junior class 1 grade 2 as the experimental class and junior class 2 grade 2 as the control class. In the experimental class, the lexical block teaching input was used. And guide students to use lexical chunks to improve their English learning ability, while the traditional vocabulary teaching method is still used in the control class. Therefore, the author puts forward three research questions. Before the teaching experiment, how did the students of the experimental group and the control group distribute their English scores? After the teaching experiment, what are the characteristics of the students' English achievement distribution between the experimental group and the control group? What is the relationship between the use of lexical chunks and post-test results? (3) what is the attitude of the students in the experimental group on the teaching of lexical chunks? This experiment uses the method of combining qualitative and quantitative research to ensure the credibility and validity of the experiment. The author uses SPSS17.0 to compare and analyze the pre-test and post-test results, and carries out a questionnaire survey. In addition, interviews are used to carry out qualitative research. There are three findings in this experiment. First. There was almost no difference between the experimental class and the control class before the experiment. But after the experiment, compared with the control class, the experimental class achieved a relatively significant improvement under the guidance of lexical chunk teaching method. Second. The pre-test and post-test questions are of the same type, including seven major question types, namely listening, radio, cloze, reading, proper form filling in the blanks, sentence pattern conversion and writing. Through a comparative study of the two classes, the author finds out. Lexical chunks teaching method can effectively improve the ability of middle school students in single selection, cloze filling, and appropriate form of blanks. Finally, after the experiment, students began to realize the importance of lexical chunks. Students begin to consciously memorize English lexical chunks. This experiment has expanded students' vocabulary and promoted their English proficiency. Lexical chunk teaching has aroused students' enthusiasm in learning English. Finally, the author points out the inadequacies of this study and puts forward some relevant suggestions. Hope to bring some enlightenment for the future junior middle school English teaching.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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