本文關(guān)鍵詞： 詞塊理論 高中英語 寫作教學(xué)　出處：《河北師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：詞塊教學(xué)法（Lexical Approach）是上世紀(jì)70年代由Lewis提出的基于詞塊的一種教學(xué)方法，認(rèn)為學(xué)習(xí)者正是通過詞塊來逐漸了解語言系統(tǒng)本身并熟練掌握和使用某種語言。在語言學(xué)家們的研究中，詞塊有各種不同的稱呼，如：語塊、詞匯組塊、詞匯短語、詞匯化句干、預(yù)制語塊、預(yù)制復(fù)合結(jié)構(gòu)等。詞塊是真實交際中出現(xiàn)的頻率較高的大于單詞的語言現(xiàn)象，它融合了語法，語義和語境的優(yōu)勢，并且形勢較為固定。所以，作者認(rèn)為從詞塊理論著手來研究高中英語寫作教學(xué)必然會對英語的教學(xué)帶來一股新的力量源泉。將詞塊理論應(yīng)用于英語寫作教學(xué)中將更有助于培養(yǎng)學(xué)生用英語獲取，，處理信息的能力及分析問題和解決問題的能力。 本研究將建立在認(rèn)知心理學(xué)理論，詞塊理論，二語習(xí)得理論上展開。本文為實證性研究，主要是驗證將詞塊理論用于高中英語寫作教學(xué)中的實際效果。參與本次實驗的是來自唐山市第一中學(xué)高二9班及12班的學(xué)生，共計110人。高二9班采用傳統(tǒng)的寫作教學(xué)模式，高二12班為實驗班接受詞塊理論的指導(dǎo)及訓(xùn)練。本次研究采用調(diào)查問卷及實驗前后測驗為主要工具來收集數(shù)據(jù)并且通過SPSS.17.0軟件進(jìn)行分析。調(diào)查問卷對兩個班上的學(xué)生從對待寫作的態(tài)度，使用積累詞塊的意識等方面進(jìn)行了實驗前調(diào)查,對于實驗班學(xué)生進(jìn)行了實驗前后兩次調(diào)查。調(diào)查問卷的統(tǒng)計數(shù)據(jù)顯示實驗班的學(xué)生在對待寫作的態(tài)度，詞塊積累及使用意識等方面都有了顯著的提高。實驗前的測驗采用了河北省唐山市2013年高一年級期末試卷中的寫作題。實驗后的測驗采用了河北省唐山市第一中學(xué)2014年高二年級期末試卷中的寫作題。作者對于測驗中學(xué)生使用詞塊的數(shù)量及作文得分進(jìn)行了對比及統(tǒng)計。根據(jù)統(tǒng)計數(shù)據(jù)顯示實驗班的學(xué)生無論是從詞塊使用數(shù)量上還是作文平均得分上都高于控制班的學(xué)生。從實驗前后數(shù)據(jù)對比來看，實驗班的學(xué)生經(jīng)過一年的訓(xùn)練之后取得的進(jìn)步也要大于控制班的學(xué)生。經(jīng)過本次實證性研究，對于高中英語寫作教學(xué)，作者得到以下啟示： 1.教師要注意訓(xùn)練學(xué)生使用包含高級詞匯及連接詞的詞塊。 2.教師應(yīng)該注意訓(xùn)練學(xué)生使用包含更復(fù)雜語法結(jié)構(gòu)的詞塊。 3.教師要注意培養(yǎng)學(xué)生選擇適合寫作風(fēng)格詞塊的能力。 4.教師必須要注意培養(yǎng)學(xué)生自我學(xué)習(xí)的能力。
[Abstract]:Lexical Approach is a kind of teaching method based on lexical chunks proposed by Lewis in -30s. It is through lexical chunks that learners gradually understand the language system and master and use a certain language. In linguists' studies, lexical chunks have different forms of address, such as chunks and lexical chunks. Lexical phrases, lexicalized sentences, prefabricated chunks, prefabricated compound structures, etc. Lexical chunks are more frequent linguistic phenomena than words in real communication, which combine the advantages of grammar, semantics and context. And the situation is fixed. So... The author believes that the study of English writing teaching in senior high school from lexical chunks theory will inevitably bring a new source of strength to English teaching. Applying lexical chunks theory to English writing teaching will help to train students to acquire English in English. Take. Ability to process information and analyze and solve problems. This study is based on cognitive psychology theory, lexical chunks theory and second language acquisition theory. The main purpose of this study is to verify the practical effect of lexical chunks theory in English writing teaching in senior high schools. The participants in this experiment are students from Class 9 and Class 12 of Grade 2 of the first Middle School of Tangshan City. A total of 110 students. Class 9 of Senior two adopted the traditional writing teaching mode. Class 12 of Senior two received the instruction and training of lexical chunks theory for the experimental class. In this study, questionnaires and pre-experiment tests were used as the main tools to collect data and analyze them by SPSS.17.0 software. Questionnaire on the students in both classes from the attitude towards writing. Using the consciousness of accumulating lexical chunks, this paper carries out a pre-experiment survey on the students in the experimental class before and after the experiment. The statistical data of the questionnaire show that the students in the experimental class are treating their writing attitude. The accumulation of lexical chunks and awareness of usage have been improved significantly. The test before the experiment adopted the writing questions in the final examination paper of grade one in 2013 in Tangshan city, Hebei province. The test after the experiment was conducted in Tangshan city, Hebei province. In 2014, the writer compared the number of lexical chunks and the scores of the composition in the final examination paper of grade two in the first middle school. According to the statistical data, the students in the experimental class were shown whether they were. The number of lexical chunks or the average score of the composition were higher than those of the students in the control class. The data before and after the experiment were compared. After one year of training, the students in the experimental class have made more progress than the students in the control class. Through this empirical study, the author has obtained the following enlightenment for the teaching of English writing in senior high schools: 1. Teachers should train students to use lexical chunks containing advanced words and connectives. 2. Teachers should pay attention to training students to use lexical chunks containing more complex grammatical structures. 3. Teachers should pay attention to cultivating students' ability to choose lexical chunks suitable for writing style. 4. Teachers must pay attention to cultivating students' self-learning ability.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G633.41

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