中国初中英语词块教学研究

论文摘要

在中国,初中英语课堂较多以语法为纲组织教学,教授词汇也多是罗列单词,而非通过词块引入单词。这种现状所产生的结果是,学生的学习效果有时不尽如人意。本论文旨在探寻初中英语词块教学对学生学习是否能够起到促进作用。关于词块的研究始于上世纪五十年代,心理学家Miller对组块的概念进行了深入的研究,并认为组块可以帮助人脑进行记忆。Nattinger和DeCarrico （1992）将词块视为词汇-语法单位,处于词汇和语法这两极之间。词块有多种界定和分类方式。鉴于词块对语言习得和学生语言能力的发展有积极作用,以语法为本的结构主义观点已受到挑战,词块在语言课堂中得到了更多的重视。Lewis （1993, 1997）提出了词汇法,建议词块成为教学的核心,而语法的作用应相应减弱。本论文共分为五章。第一章介绍了本研究的目的。第二章进行了关于词块研究的文献综述,旨在为随后第三章的实验研究构筑理论框架。迄今为止的国内外研究多关注将词块应用于大学英语课堂教学,而关于将词块概念融入中学英语教学的文章则较少,尤其是应用于初中英语教学的。本实验以各种词块理论以及Lewis的词汇法为基础。实验工具包括测验、问卷调查和访谈。教学都是围绕词块来开展。通过第四章详细的数据分析,本实验验证了三个假设:将词块融入英语语言教学能够完善学生的综合语言能力;它对提高学生的听力和阅读理解能力有积极的作用;词块教学法使学生认识到了词块的重要性,具备了较强的词块意识,并懂得如何更好地利用词块以优化其学习的不同方面。第五章结论部分讨论了本研究的意义所在和局限性,同时也对将来此方面的进一步研究提出了建议。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Mindset of English teachers of junior middle schools in China
• 1.2 Problems of students‘English learning in junior middle schools in China
• 1.3 Purpose of the study
• Chapter Two Literature review and rationale
• 2.1 Terms for lexical chunks and classifications of them
• 2.2 Alternative classifications in terms of function
• 2.3 Chunking and memory
• 2.3.1 Attention and working memory
• 2.3.2 Chunking and memory span
• 2.3.3 Chunks, memory and language acquisition
• 2.4 The orientation towards meaning in second language instruction
• 2.4.1 Shifting the emphasis from forms to meaning
• 2.4.2 Shifting the basis from grammar to lexis
• 2.5 Roles of lexical chunks in the development of students‘ language abilities
• 2.5.1 The role of lexical chunks in communication
• 2.5.2 The role of lexical chunks in listening and reading comprehension
• 2.5.3 The role of lexical chunks in writing
• 2.6 Teaching lexical chunks as an approach
• 2.6.1 Similar approaches
• 2.6.2 An overview of the Lexical Approach
• 2.6.3 Highlights of the Lexical Approach
• 2.7 Teaching lexical chunks in junior middle schools in China
• 2.7.1 Studies of teaching lexical chunks in China
• 2.7.2 Benefits of incorporating lexical chunks into English languange teaching in junior middle schools
• 2.7.3 Teaching principles
• 2.8 Summary
• Chapter Three The experiment of integrating lexical chunks into English languange teaching in junior middle school
• 3.1 Aim of the experiment
• 3.2 Subjects of the experiment
• 3.3 Teaching materials
• 3.4 Hypotheses and experiment design
• 3.5 Instruments
• 3.5.1 Tests
• 3.5.2 Questionnaires
• 3.5.3 Interviews
• 3.6 Teaching methods
• 3.6.1 Treatment of texts
• 3.6.2 Treatment of listening and reading materials
• 3.6.3 Changing students‘way of taking notes
• 3.7 Summary
• Chapter Four Data analysis
• 4.1 Analysis of the two tests
• 4.2 Analysis of the listening parts and reading parts of the two tests
• 4.3 Analysis of the two questionnaires
• 4.3.1 Analysis of the first questionnaire
• 4.3.2 Comparison between the first and the second questionnaire of
• 4.4 Analysis of the interviews
• 4.5 Summary
• Chapter Five Conclusion
• 5.1 Conclusion
• 5.2 Implications
• 5.3 Limitations of the study and suggestions for future studies
• Bibliography
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4