【摘要】：作為英語(yǔ)老師,研究者發(fā)現(xiàn)高中英語(yǔ)教師對(duì)詞匯教學(xué)投入大量精力,學(xué)生也花費(fèi)大量時(shí)間精力背記詞匯。然而,盡管許多學(xué)生已經(jīng)能夠記住大量的單詞和表達(dá),他們卻無(wú)法正確并清晰表達(dá)自己,更不用說(shuō)寫(xiě)優(yōu)秀的英語(yǔ)文章了。由Michael Lewis在1993年提出的詞塊教學(xué)法為以上棘手問(wèn)題提供了新的觀點(diǎn)。Michael Lewis認(rèn)為語(yǔ)言中大量的固定和半固定語(yǔ)言結(jié)構(gòu)在語(yǔ)言學(xué)習(xí)的初始和中間階段起了極其重要的作用,這些結(jié)構(gòu)被稱(chēng)為“詞塊”�！霸~塊”是語(yǔ)言處理的最理想單位,能夠加快語(yǔ)言處理的速度,對(duì)于幫助學(xué)生提高語(yǔ)言的輸入和輸出發(fā)揮重要的作用。因而,從2014年9月到12月,研究者開(kāi)展了一次行動(dòng)研究來(lái)證明基于詞塊的教學(xué)能否提高自己在廣州市第八十九中學(xué)所任教的學(xué)生的寫(xiě)作水平。本次行動(dòng)研究的研究問(wèn)題是:1)詞塊教學(xué)是否能幫助學(xué)生提高英語(yǔ)寫(xiě)作能力?2)詞匯教學(xué)是否能幫助學(xué)生自主學(xué)習(xí)詞匯?研究開(kāi)始之初,筆者對(duì)所任教的班級(jí)進(jìn)行詞塊知識(shí)的培訓(xùn),目的旨在讓學(xué)生學(xué)會(huì)辨認(rèn)詞塊意識(shí),初步具備詞塊意識(shí)。之后,筆者遵循“計(jì)劃-行動(dòng)-觀察-反思”的模式開(kāi)展兩輪的行動(dòng)研究。第一輪行動(dòng)研究持續(xù)7周的時(shí)間,在此期間,筆者通過(guò)觀察學(xué)生的課堂表現(xiàn)、練習(xí)情況,對(duì)自己的教學(xué)進(jìn)行反思并修正自己的計(jì)劃為第二輪的行動(dòng)研究做準(zhǔn)備。基于修正的計(jì)劃,筆者展開(kāi)第二輪為期七周的研究。教學(xué)實(shí)驗(yàn)表明,教授詞塊確實(shí)能夠幫助提高學(xué)生的寫(xiě)作能力。從結(jié)果分析,研究者能總結(jié)出詞塊教學(xué)能夠提高學(xué)生英語(yǔ)寫(xiě)作水平。再者,詞塊教學(xué)鼓勵(lì)學(xué)生在英語(yǔ)學(xué)習(xí)中發(fā)現(xiàn)、記憶以及收集詞塊,這對(duì)培養(yǎng)并提高學(xué)生自主學(xué)習(xí)詞匯的能力大有裨益。因此,運(yùn)用詞塊教學(xué)法來(lái)提高學(xué)生的寫(xiě)作能力是有效和有意義的。
[Abstract]:As an English teacher, the researchers found that high school English teachers devote a lot of energy to vocabulary teaching, and students also spend a lot of time memorizing vocabulary. However, although many students have been able to remember a lot of words and expressions, they are unable to express themselves correctly and clearly, let alone write good English articles. The chunks teaching method proposed by Michael Lewis in 1993 provides a new point of view for the above difficult problems. Michael Lewis believes that a large number of fixed and semi-fixed language structures in language play an extremely important role in the initial and intermediate stages of language learning. These structures are called chunks. Lexical chunks are the most ideal unit of language processing, which can accelerate the speed of language processing and play an important role in helping students to improve the input and output of language. Thus, from September to December 2014, researchers conducted an action study to prove whether chunks-based teaching could improve the writing level of the students they taught in Guangzhou No. 89 Middle School. The research questions of this action study are: 1) can lexical teaching help students improve their English writing ability? 2) can vocabulary teaching help students to learn vocabulary independently? At the beginning of the study, the author trained his class on lexical chunks in order to make students learn to recognize lexical chunks consciousness and possess lexical chunks consciousness. Then, the author follows the "plan-action-observation-reflection" model to carry out two rounds of action research. The first round of action research lasted for seven weeks, during which time, the author observed the students' performance in class, practiced, reconsidered his teaching and revised his plan for the second round of action research. Based on the revised plan, the author carried out the second round of seven-week study. Teaching experiments show that teaching chunks can help improve students' writing ability. From the analysis of the results, researchers can conclude that lexical chunks teaching can improve students' English writing level. Moreover, lexical chunks teaching encourages students to find, memorize and collect lexical chunks in English learning, which is helpful to cultivate and improve students' ability to learn vocabulary autonomously. Therefore, the use of lexical teaching method to improve students' writing ability is effective and meaningful.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.41

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