论“写长法”对大学英语语块习得的作用

论文摘要

近年来在二语词汇习得的研究中,语块的研究逐渐受到国内外众多学者的关注,相关研究层出不穷,但就如何提高二语语块的习得尚无定论。王初明等针对国内英语教育一直处于投入多,收效少,实际运用能力差的状况于1999年提出了旨在提高外语运用能力的教学法---“写长法”,并在实践中证明该教学法对二语习得具有一定的有效性。有的学校已在教学实践中进行了检验并推广应用,但该教学法是否能推进二语语块习得尚无研究。因此本研究将进一步探讨“写长法”在大学英语语块习得中的作用。本文对哈尔滨工业大学建筑系专业大二两个班的60名学生进行实证性研究。研究结果表明在传统教学方法的基础上,运用“写长法”能够提高大学英语语块习得。采用随机抽样法将其中一班定为试验组,该组采用在传统教学法的基础上运用“写长法”。另一班定为控制组,该组只采用传统教学法。试验包括三次测试和一次抽样采访。前测试结果显示两组学生对其中的16个语块陌生,将其定为教学和试验材料。测试结果表明试验组的学生对语块的长期记忆优于控制组。后测试结果表明“写长法”能够降低语块的遗忘率。采访的结果显示试验组在口语中正确运用语块的数量高于控制组。总之,该研究表明,“写长法”对大学英语语块习得有积极作用。本研究进一步验证了“写长法”在二语习得中的有效性,填补了该教学法在语块习得方面的空白,对今后“写长法”的研究及大学英语教学具有启示性作用。

论文目录

• 摘要
• Abstract
• Chapter I Introduction
• 1.1 Background of the Research
• 1.2 Lexical Chunk and L2 Lexical Chunk Acquisition
• 1.3 The Significance of the Present Study
• 1.4 Structure of the Thesis
• Chapter II Literature Review
• 2.1 Lengthened Writing Approach
• 2.1.1 Concepts of the Lengthened Writing Approach
• 2.1.2 Low-stakes Writing
• 2.1.3 Research on the Lengthened Wring Approach
• 2.2 The Theories Related to the Lengthened Writing Approach
• 2.2.1 Output Hypothesis
• 2.2.1.1 Swain’s Comprehensible Output Hypothesis
• 2.2.1.2 The Functions of Output
• 2.2.1.3 The Research on Output Hypothesis
• 2.2.1.4 Output Hypothesis and the Lengthened Writing Approach
• 2.2.2 Krashen’s Affective Filter Hypothesis
• 2.2.2.1 Concepts of Krashen’s Affective Filter Hypothesis
• 2.2.2.2 Two Main Affective Factors in SLA
• 2.2.2.3 The Low Affective Filter and the Lengthened Writing Approach
• 2.2.3 Constructivism
• 2.2.3.1 Concepts of Constructivism
• 2.2.3.2 Types of constructivism
• 2.2.3.3 The Implication of Constructivism on Pedagogy
• 2.2.3.4 Constructivism and the Lengthened Writing Approach
• 2.3 Lexical Chunk
• 2.3.1 Categorization of Lexical Chunk
• 2.3.2 The Advantages of Learning Lexical Chunk
• 2.4 Summary
• Chapter III Methodology
• 3.1 Design
• 3.2 Subject
• 3.3 Instruments
• 3.4 Procedures
• 3.5 Data collection
• Chapter IV Results and Discussion
• 4.1 Hypothesis One
• 4.2. Hypothesis Two
• 4.3 Hypothesis Three
• Chapter V Conclusion
• 5.1 Summary of Findings and Conclusion
• 5.2 Implications of the Study
• 5.3 Limitations and Directions for Future Study
• References
• Appendix One
• Appendix Two
• Appendix Three
• Appendix Four
• Acknowledgements