词块教学法对高职院校英语专业学生写作水平的影响

论文摘要

输出能力一直是英语学习者的薄弱环节。本文主要探讨英语学习者的写作技能。根据Michael Lewis (1993)的词块教学法理论,语言不是由词汇化的语法构成,而是由形式较固定的语法化的词块组成。这种词块是约定俗成的且经常使用的,是形式和功能的联合体。它们可以整体存储在记忆中,需要时也可以整体提取。因此,如果掌握了大量的词块,学习者能够提高他们的语用意识,语言信息处理能力和语言输出能力。本文试图检验将词块教学法应用于高职院校的课堂教学中能否提高高职院校学生英语写作能力。本实验的研究对象是江西某职业技术学院09级商务英语专业的两个班的72名学生。它们被分为控制组和实验组。控制组采用传统教学法,实验组应用词块教学法。该实验持续了16周时间。实验的研究问题是:1)实验后,实验组与控制组的作文成绩是否存在显著差异? 2)实验后,实验组与控制组在词块使用上是否有区别?3)四种词块的使用与写作成绩有什么关系?实验数据主要来自实验组和控制组的两次作文成绩和作文中使用的词块数量,并用SPSS17.0对数据进行了相关分析。实验结果表明:实验组学生的作文成绩和控制组的学生的作文成绩有显著差异(P=0.032<0.05),所以它们之间的水平有显著差异。数据也表明实验后实验组在作文中比控制组使用词块更多。四种词块的使用与作文成绩的的皮尔森相关系数也表明它们之间存在显著的正相关性。该研究表明词块教学法能够有效地提高英语学习者的写作能力和输出能力。因此,教师应重视词块教学法并将其有效地应用于课堂当中。

论文目录

• Abstract
• 摘要
• Contents
• Chapter One Introduction
• 1.1 Research Background
• 1.2 Rationale for the Study
• 1.3 Purpose of the Study
• 1.4 Outline of the Thesis
• Chapter Two Literature Review
• 2.1 The Definition of Lexical Chunk
• 2.2 The Classification of Lexical Chunks
• 2.2.1 The Classification of Lexical Chunks in Terms of Structure
• 2.2.2 The Classification of Lexical Chunks in Terms of Function
• 2.3 Lexical Chunk in Psycholinguistic and Language Acquisition Perspectives
• 2.3.1 Lexical chunks in Cognitive and Psycholinguistic Perspective
• 2.3.2 Rule-based System and Exemplar-based System
• 2.3.3 Lexical Chunks and Language Acquisition
• 2.4 The Role of Lexical Chunk in Language Processing and Acquisition
• 2.4.1 Easing Processing
• 2.4.2 Acquiring Deeper and Wider Lexical Knowledge
• 2.4.3 Facilitating Language Production
• 2.4.4 Establishing Grammatical Rules
• 2.5 Lexical approach
• 2.5.1 The Lexical Approach of Michael Lewis
• 2.5.2 The Teaching Approach by Nattinger & DeCarrico
• 2.5.3 The Relationship between Lexical Chunks and Written Discourse
• 2.6 Lexical Chunks in Language Teaching and Learning
• 2.6.1 Research Abroad
• 2.6.2 Research at Home
• Chapter Three Methodology
• 3.1 Research Questions
• 3.2 Participants
• 3.3 Research Procedure
• 3.4 Treatment of the Experiment
• 3.5 Instrument and Data Collection
• 3.5.1 Instrument
• 3.5.2 Data Collection
• Chapter Four Results and Discussion
• 4.1 Statistical Results of Pretest and Posttest Composition Scores
• 4.2 Statistics Results of Pretest and Posttest Lexical Chunks Used
• 4.3 Correlation Analysis of Lexical Chunks and Writing Scores
• 4.4 Discussion
• 4.4.1 Discussion for Research Question 1
• 4.4.2 Discussion for Research Question 2
• 4.4.3 Discussion for Research Question 3
• 4.4.4 Reasons for the Results
• 4.5 Characteristics of Using Lexical Chunks
• Chapter Five Conclusions
• 5.1 Major Findings
• 5.2 Pedagogical Implication
• 5.3 Limitation and Suggestion for Future Study
• References
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Acknowledgements
• Publications