發(fā)布時間：2018-10-22 14:21

【摘要】：詞塊是介于詞與句子之間的多詞現(xiàn)象,它是語法、語境和語義的結(jié)合體,形式和意義都比較固逡逑定。通過詞塊和詞塊圖示建構(gòu)語篇不但能夠克服母語負(fù)遷移的影響,提高語言信息處理的效率,而且逡逑使得寫作語言更流暢、地道,W此促進(jìn)高中生寫作能力的提高。近年來,已有不少研究者進(jìn)行過將逡逑詞塊教學(xué)法應(yīng)巧于英語寫作教學(xué)的嘗試和討論,但大多停留在可行性和有效性研巧。本文對前人研逡逑巧成果進(jìn)行驗(yàn)證的基礎(chǔ)上,從語篇功能的角度進(jìn)一步探討詞塊教學(xué)法在提高高中生英語寫作能力過逡逑程中的具體實(shí)施,W幫助教師更有效地應(yīng)用詞塊教學(xué)法進(jìn)行英語寫作教學(xué)。逡逑此研充通過對詞塊的定義、分類和詞塊圖示理論W及語篇相關(guān)理路的分析,分別闡述了詞塊與逡逑語篇銜接和語篇連貫的關(guān)系�；诖�,筆者提出3個問題:逡逑1)詞塊教學(xué)法是否能夠提高高中生的英語寫作水平?逡逑2)詞塊數(shù)量與英語寫作水平之間是否存在正相關(guān)?如果是,不同類型詞塊的使用情況是怎樣逡逑的?逡逑3)詞塊教學(xué)法是否能夠增強(qiáng)語篇銜接性和語篇連貫性,如果可W,它是怎么表現(xiàn)的?逡逑為了求證W上問題,筆者在呂梁市高級實(shí)驗(yàn)中學(xué)高二年級兩個文科班進(jìn)行了一學(xué)期的教學(xué)實(shí)驗(yàn)。逡逑1407班是實(shí)驗(yàn)班,其中有24個女生,19個男生。1409班作為控制班I其中有20個男生,25個女逡逑生。實(shí)驗(yàn)班采用詞塊鼓學(xué)法,主要分為兩個部分,課文閱讀中輸入詞塊和作文寫作中輸出詞塊�？劐义现瓢嘀饕捎脗鹘y(tǒng)教學(xué)法。兩個班均由筆者任教。通過收集兩個班學(xué)生實(shí)歐前后英語寫作成績,運(yùn)逡逑用數(shù)據(jù)分析工具SPSS軟件進(jìn)行對比分析和相關(guān)性檢驗(yàn),并對兩個班學(xué)生所用詞塊類型進(jìn)行分類比較逡逑W了解不同教學(xué)法對學(xué)生英語寫作水平的影響。此外,筆者還運(yùn)用了樣本分析法和訪談法。考慮到逡逑語篇連貫性難W量化,筆者對實(shí)驗(yàn)班一位學(xué)生分別在前后測中完成的兩份寫作樣本進(jìn)行了仔細(xì)研充,逡逑W了解詞塊使巧情況及其在語篇中的作用。實(shí)驗(yàn)結(jié)束后在實(shí)驗(yàn)班隨機(jī)抽取8名學(xué)生進(jìn)行訪談?wù){(diào)查逡逑了解他們對詞匯教學(xué)法的感受。研究結(jié)果表明:逡逑1)詞塊教學(xué)法進(jìn)行英語寫作教學(xué)能夠有效提高學(xué)生的總體寫作水平;逡逑2)詞塊數(shù)量與英語寫作水平之間存在顯著正相關(guān)。而且,四種詞塊類型中,學(xué)生所使用的短語逡逑架構(gòu)詞塊最多,聚合詞次之;逡逑3)詞塊教學(xué)法能夠增強(qiáng)學(xué)生英文寫作的語篇銜接性和連貫性。實(shí)驗(yàn)班后測中所用詞塊的數(shù)量和質(zhì)量都有很大提升。
[Abstract]:Lexical chunks is a multi-word phenomenon between words and sentences. It is a combination of grammar, context and semantics. The construction of discourse by lexical chunks and lexical chunks can not only overcome the influence of negative transfer of mother tongue and improve the efficiency of language information processing, but also make the writing language more fluent and authentic, thus promoting the improvement of high school students' writing ability. In recent years, many researchers have tried and discussed that the teaching method should be adapted to the teaching of English writing, but most of them remain in the feasibility and effectiveness research. On the basis of the verification of the previous research results, From the perspective of discourse function, this paper further discusses the concrete implementation of lexical chunks in the process of improving senior high school students' English writing ability. W helps teachers to use lexical chunks more effectively in English writing teaching. Based on the definition of lexical chunks, classification and lexical representation theory W, and the analysis of discourse relevance, the relationship between lexical chunks and textual cohesion and discourse coherence is discussed respectively. Based on this, the author puts forward three questions: can the lexical chunk teaching method improve high school students' English writing proficiency? Is there a positive correlation between the number of lexical chunks and the level of English writing? If so, how are different types of chunks used? Can lexical chunk approach enhance cohesion and coherence, and if so, how does it behave? In order to prove the problem, the author conducted a one-semester teaching experiment in two liberal arts classes in the second year of senior experimental middle school in Luliang City. Class 1407 is the experimental class, including 24 girls and 19 boys. Class 1409 is the control class I of which there are 20 boys and 25 female students. The experimental class uses lexical chunks, which are mainly divided into two parts: input lexical chunks in text reading and output lexical chunks in composition writing. The traditional teaching method is mainly used to control the demand for classes. Both classes are taught by the author. By collecting the English writing scores of the two classes before and after English writing, the data analysis tool SPSS was used to carry out the comparative analysis and correlation test. The lexical block types of the two classes were classified and compared to understand the influence of different teaching methods on the students' English writing proficiency. In addition, the author also used sample analysis and interview method. Considering that coherence is difficult to quantify, the author makes a careful study of two writing samples completed by one student in the experimental class before and after the test. The author tries to understand the situation of lexical chunks and their role in the discourse. At the end of the experiment, 8 students were randomly selected in the experimental class to investigate their feelings about vocabulary teaching. The results show that lexical chunk teaching can effectively improve students' overall writing proficiency, and that there is a significant positive correlation between the number of lexical chunks and the level of English writing. Moreover, among the four types of lexical chunks, most of the lexical chunks are used by students, followed by aggregates; (3) the lexical chunks teaching method can enhance the cohesion and coherence of English writing. The quantity and quality of lexical chunks in the post-test of the experimental class have been greatly improved.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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