發(fā)布時(shí)間：2023-06-13 22:12

　　英語(yǔ)寫(xiě)作教學(xué)的最終目的是提高學(xué)生的英語(yǔ)寫(xiě)作能力,使學(xué)生達(dá)到相應(yīng)等級(jí)的英語(yǔ)寫(xiě)作標(biāo)準(zhǔn)。然而,筆者發(fā)現(xiàn)英語(yǔ)寫(xiě)作是學(xué)生英語(yǔ)學(xué)習(xí)的薄弱環(huán)節(jié),學(xué)生未能達(dá)到所要求的英語(yǔ)寫(xiě)作標(biāo)準(zhǔn),存在按中文語(yǔ)序逐字翻譯、詞匯貧乏、缺乏銜接與連貫等寫(xiě)作問(wèn)題。根據(jù)前期問(wèn)卷調(diào)查結(jié)果,筆者確認(rèn)學(xué)生的英語(yǔ)寫(xiě)作難點(diǎn)集中在詞匯和語(yǔ)法上。詞塊是固定或半固定化的結(jié)構(gòu),介于傳統(tǒng)的語(yǔ)法和詞匯之間,無(wú)需經(jīng)過(guò)語(yǔ)法生成和分析即能整體儲(chǔ)存和提取,具有減輕大腦語(yǔ)言編碼的壓力,是理想的語(yǔ)言教學(xué)單位。理論上,詞塊所具有的優(yōu)勢(shì)正好有利于學(xué)生克服寫(xiě)作難點(diǎn),因此筆者以廣州市花都區(qū)鏡湖學(xué)校初一(1)班41名學(xué)生為研究對(duì)象,開(kāi)展了為期4個(gè)月的運(yùn)用詞塊教學(xué)提高初中生英語(yǔ)寫(xiě)作能力的行動(dòng)研究,并回答以下兩個(gè)研究問(wèn)題:(1)如何實(shí)施詞塊教學(xué)解決初中生英語(yǔ)寫(xiě)作問(wèn)題?(2)詞塊教學(xué)在提高初中生英語(yǔ)寫(xiě)作能力上效果如何?本行動(dòng)研究遵循“計(jì)劃-行動(dòng)-觀察-反思”的模式開(kāi)展兩輪詞塊教學(xué)行動(dòng)。在第一輪行動(dòng)中,學(xué)生在英語(yǔ)閱讀課的第二課時(shí)對(duì)詞塊進(jìn)行輸入、記憶和內(nèi)化,在英語(yǔ)寫(xiě)作課上輸出詞塊。筆者利用英語(yǔ)寫(xiě)作中測(cè)、訪談、教學(xué)日志的方式收集數(shù)據(jù),以檢驗(yàn)第一輪行動(dòng)實(shí)施效果。第二輪基于第一輪的反思...

【文章頁(yè)數(shù)】：117 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Relevant Concepts
        2.1.1 Writing Ability
        2.1.2 Lexical Chunks
    2.2 Previous Studies on Lexical Chunks Abroad
        2.2.1 Theoretical Studies on Lexical Chunks
        2.2.2 Empirical Studies on Lexical Chunks
    2.3 Previous Studies on Lexical Chunks at Home
        2.3.1 Theoretical Studies on Lexical Chunks
        2.3.2 Empirical Studies on Lexical Chunks
    2.4 Research Gaps in Previous Studies
Chapter Three Theoretical Foundation
    3.1 Input Hypothesis
    3.2 Noticing Hypothesis
    3.3 Output Hypothesis
Chapter Four Methodology
    4.1 Practice of Action Research
    4.2 Research Questions
    4.3 Participants
    4.4 Research Instruments
        4.4.1 Questionnaires
        4.4.2 Tests
        4.4.3 Interviews
        4.4.4 Teaching Logs
Chapter Five Procedure of the Action and Data Collection
    5.1 Preliminary Research
        5.1.1 Discovering the Problem
        5.1.2 Investigating by Questionnaire
    5.2 The First-round Action
        5.2.1 Planning and Action
        5.2.2 Observation and Reflection
    5.3 The Second-round Action
        5.3.1 Adjustment of the Teaching Plan
        5.3.2 Observation and Reflection
Chapter Six Results and Discussion
    6.1 Results
        6.1.1 Results of Pre-test and Post-test
        6.1.2 Results of Interviews
    6.2 Discussion
        6.2.1 Discussion on the Way of Conducting Lexical Chunks Teaching
        6.2.2 Discussion on the Effectiveness of Lexical Chunks Teaching on EnglishWriting
Chapter Seven Conclusion
    7.1 Major Findings
    7.2 Pedagogical Implications
    7.3 Limitations and Suggestions for Further Research
References
AppendixⅠThe Description of Writing Standard
AppendixⅡ Questionnaire
AppendixⅢ Results of Questionnaire
AppendixⅣ Pre-test
AppendixⅤ Mid-test
AppendixⅥ Post-test
AppendixⅦ The Scoring Criteria of English Writing in High School EntranceExamination
AppendixⅧ Instructional Designs
AppendixⅨ Interviews
AppendixⅩ Teaching Logs
AppendixⅪ Students’Written Works



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