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词块输入对英语写作能力的影响研究

2020-12-12阅读(694)

词块输入对英语写作能力的影响研究

论文摘要

写作在外语学习中占有很重要的地位,它体现学习者理解语言的能力。然写作一直是大多数中国学生学习英语的难点,大学生英语作文中常可见到语法错误和表达不合本族语习惯的中式英语。由于我国传统英语教学一直受结构主义影响,只注重语法,而忽视语言交际功能。以语法为中心的教学方法暗示了语言是一种语法/词汇二分体系,即语法是骨干框架,词汇是框架内的填充物。其缺陷在于学习者在学习到大量的语法规则和单词短语后仍然缺乏一种“正确性”——在具体的语境中恰当地使用合适的言语。相形之下,交际法教学过多地强调交际功能又缺失了与造句相关的语法知识。因此,我们需要一个“折中”的方法以克服以上两种方法的不足之处。为了改进这一状况,本文拟提出在英语教学中关注词块教学的新理念。词块(lexical chunks)是真实交际中以高频率出现的大于单词的语言现象。它融合了语法、语义和语境的优势,具有整体取材的优势,无需经过语法的生成和分析。心理语言学大量研究成果表明,母语习得者在大脑中储存了众多的、可随时整体取用的词块。词块在语言交际中无处不在,乃语言结构的核心。词块的积累可以节约语言处理的时间和精力,使语言信息的提取和运作准确、流利、地道,从而达到提升写作水准。因此,研究者认为：词块对于语言的学习具有至关重要的作用;词块教学应当贯穿于语言教学的始终。本试验选取湖南外贸职业学院的非英语专业二年级两个自然班进行为期16周、周学时为4节的分组教学试验。本论文通过将词块法运用到精读课上,旨在探究应用词块法进行教学是否提高了学生的写作成绩以及是否能促进学生作文的准确性、流利性和创造性。全文共分为四章。第一章阐述了课题研究的背景、中国对大学英语写作的要求、中国英语写作的现状、本论文研究的方法、问题、意义以及文本的结构。第二章系文献综述,对词汇板块的研究过程,包括定义、意义以及国内外对词块在写作方面前沿的研究等进行阐述。第三章实验方法,并就如何在精读课堂上应用词块法作详细引介。第四章进行通过应用统计软件对实验结果进行分析,比较学生的写作成绩是否得到提高以及词块教学是否能促进学生写作能力,由此得出词块法在教学中的正面效应。最后总结全文,讨论应用词块法的优势和局限性,并阐述此次实验对外语教学的启示。其优势是在精读课上运用词块法能提高学生的写作成绩,也能提高学生的写作能力,尤其是在构词和句法方面,还能使学生的作文的篇幅增长,从而我们得知词块教学法能提高学生写作的准确性、流利性和创造性。但词块教学对作文的内容、连贯性以及其它拼写、标点等方面的效果并不明显。本文对同类研究具有借鉴意义,似可作为大学英语教学教师和研究者参考。然基于实验时间和条件所限,本文结果恐具某些局限性。诸多问题有待进一步考量和探究。

论文目录

  • 摘要
  • Abstract
  • Chapter 1 Introduction
  • 1.1 Background of the Study
  • 1.2 Purpose,Research Questions and Significance
  • 1.3 The Organization of the Study
  • Chapter 2 Literature Review
  • 2.1 Definition of Lexical Chunks
  • 2.2 Significance of Learning Lexical Chunks
  • 2.3 Previous Studies on Lexical Chunks in English Writing
  • 2.4 Findings about Lexical Chunks from Different Perspectives
  • 2.4.1 Lexical Chunks in Language Acquisition
  • 2.4.2 Lexical Chunks in Cognitive Psychology
  • 2.4.3 Chunking Acquisition Theory
  • Chapter 3 Research Methodology
  • 3.1 Objective
  • 3.2 Subjects
  • 3.3 Instruments
  • 3.3.1 Teaching Materials
  • 3.3.2 Pre-test and Post-test Composition
  • 3.3.3 Criteria for Marking the Composition
  • 3.4 Experimental Procedures
  • 3.4.1 Teaching Procedures for CG
  • 3.4.2 Teaching Procedures for EG
  • 3.5 Data Collection
  • Chapter 4 Results & Discussion
  • 4.1 Data Analysis
  • 4.1.1 Result Analysis for the Previous Final Examination
  • 4.1.2 Result Analysis of Pretest Writing Tests between the EG and CG
  • 4.1.3 Result Analysis of Post-test Writing Tests between the EG and CG
  • 4.1.4 The Paired Samples Test of Pre-test and Post-test Composition about the CG
  • 4.1.5 The Paired Samples Test of Pre-test and Post-test Composition about the EG
  • 4.1.6 The Analysis of the Scores of Every Item Based on Marking Criteria in the Composition of Pre-test Writing Tests between the EG and CG
  • 4.1.7 The Analysis of the Scores of Every Item Based on Marking Criteria in the Composition of Post-test Writing Tests between the EG and CG
  • 4.1.8 The Comparison of the Mean of Every Item Based on Marking Criteria between the Pre-test and Post-test Compositions about the CG
  • 4.1.9 The Comparison of the Mean of Every Item Based on Marking Criteria between the Pre-test and Post-test Compositions about the EG
  • 4.1.10 The Comparison of the Number of Words in the Pre-test Composition between the CG and EG
  • 4.1.11 The Analysis of the Number of Words between Pre-test and Post-test Writing Tests in the CG
  • 4.1.12 The Analysis of the Number of Words between Pre-test and Post-test Writing Tests in the EG
  • 4.1.13 The Comparison of the Number of Words in the Post-test Composition between the CG and EG
  • 4.2 Discussion
  • Conclusion
  • References
  • Appendix A 攻读学位期间所发表的学术论文目录
  • Appendix B 详细中文摘要
  • Appendix C
  • Appendix D
  • Acknowledgements

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    词块输入对英语写作能力的影响研究
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