語塊背誦在高中英語寫作教學中的有效性研究
發(fā)布時間：2018-12-27 19:19
【摘要】：作為一項重要的英語輸出技能，寫作是當前我國高中階段英語教學的重點和難點,新課標和高考均對英語寫作有比較高的要求。但現(xiàn)階段我國高中英語寫作教學存在諸多問題，如教學時間安排少、學生寫作態(tài)度消極、語法錯誤多，用詞單一等。為此，很多學者和一線教師致力于尋找解決問題的途徑。 1975年，Becker首次將“語塊”引入人們的視線，語塊是語義、語法和語境的結(jié)合體。語塊可以被整體儲存在記憶中，使用時又可以被整體提取。研究表明，語塊理論應用于英語寫作教學有利于增強語言使用的準確性、流暢性和邏輯性，幫助學生減輕寫作壓力，減少母語負遷移，提高寫作水平。目前語塊的研究主要集中在大學英語專業(yè)教學中，針對高中階段英語教學，尤其是寫作教學的研究比較少。而背誦法是我國高中外語教學中應用最廣泛的方法，具有很多不可替代的優(yōu)勢。因此，本研究的主要目的就是將語塊理論和傳統(tǒng)背誦法相結(jié)合，探究其在高中英語寫作教學中的有效性應用。 為此，筆者提出以下研究假設(shè)：語塊背誦能切實提高高中生的寫作成績，并能從詞匯、句法和篇章布局等方面提高學生的寫作水平，最終提高學生寫作的自信心和興趣。為驗證假設(shè)，本研究采用實驗的方法，在實驗班的教學中，筆者以課文為主選取語塊，輔之日常教學的補充和學生課外閱讀的積累，注重培養(yǎng)學生的語塊意識，使其能自主選取語塊、背誦和鞏固語塊，同時教師加強語塊背誦的檢查，督促學生建立自己的語塊素材庫。此外，教師加強寫作教學的訓練，引導學生迅速提取語塊進行限時寫作。同時，筆者在實驗前后均進行問卷調(diào)查、訪談、寫作測試，實驗結(jié)束后，對比實驗前后各項數(shù)據(jù)，我們可以發(fā)現(xiàn)實驗班的寫作成績明顯高于前測，語塊使用的數(shù)量大大提高，句型結(jié)構(gòu)更加豐富多樣，上下文銜接也更加合理流暢。而問卷和訪談的結(jié)果也表明學生對寫作的自信心和興趣都有明顯增強。由此，，我們可以得出以下結(jié)論：語塊背誦能切實提高高中生的英語寫作水平，在高中階段英語寫作教學中是有效的。
[Abstract]:As an important English output skill, writing is the focus and difficulty of English teaching in senior middle school in our country. Both the new curriculum standard and the college entrance examination have higher requirements for English writing. However, there are many problems in English writing teaching in senior high school, such as less teaching time, negative writing attitude, many grammatical errors, single words and so on. To this end, many scholars and teachers committed to finding solutions to the problem. In 1975, Becker first introduced "chunks" to people's attention. Chunks are a combination of semantics, grammar and context. Chunks can be stored in memory as a whole and extracted as a whole when used. The study shows that the application of chunk theory to English writing teaching can enhance the accuracy fluency and logicality of language use help students to reduce the pressure of writing reduce the negative transfer of their mother tongue and improve their writing level. At present, the research on chunks is mainly focused on college English teaching, and there is little research on English teaching in senior high school, especially in writing. Recitation is the most widely used method in high school foreign language teaching in our country, and it has many irreplaceable advantages. Therefore, the main purpose of this study is to combine the chunks theory with the traditional recitation method to explore its effectiveness in the teaching of English writing in senior high schools. Therefore, the author proposes the following hypotheses: chunks recitation can effectively improve the writing achievement of senior high school students, improve the students' writing level in terms of vocabulary, syntax and text layout, and ultimately enhance the students' self-confidence and interest in writing. In order to verify the hypothesis, this study adopts the experimental method. In the teaching of the experimental class, the author selects the language chunks mainly from the text, supplemented by the supplement of the daily teaching and the accumulation of the students' extracurricular reading, and pays attention to the cultivation of the students' chunks consciousness. At the same time, teachers should strengthen the check of chunks and urge students to establish their own chunks material bank. In addition, teachers strengthen the training of writing teaching and guide students to quickly extract chunks for limited time writing. At the same time, the author conducted questionnaires, interviews, writing tests before and after the experiment. After comparing the data before and after the experiment, we can find that the writing score of the experimental class is obviously higher than that of the pre-test, and the number of chunks used is greatly increased. The structure of sentence patterns is more abundant and diverse, and the cohesion of context is more reasonable and smooth. The results of questionnaires and interviews also showed that students' confidence and interest in writing were significantly increased. Therefore, we can draw the following conclusions: chunks recitation can effectively improve high school students' English writing proficiency, and is effective in senior high school English writing teaching.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
本文編號：2393495
[Abstract]:As an important English output skill, writing is the focus and difficulty of English teaching in senior middle school in our country. Both the new curriculum standard and the college entrance examination have higher requirements for English writing. However, there are many problems in English writing teaching in senior high school, such as less teaching time, negative writing attitude, many grammatical errors, single words and so on. To this end, many scholars and teachers committed to finding solutions to the problem. In 1975, Becker first introduced "chunks" to people's attention. Chunks are a combination of semantics, grammar and context. Chunks can be stored in memory as a whole and extracted as a whole when used. The study shows that the application of chunk theory to English writing teaching can enhance the accuracy fluency and logicality of language use help students to reduce the pressure of writing reduce the negative transfer of their mother tongue and improve their writing level. At present, the research on chunks is mainly focused on college English teaching, and there is little research on English teaching in senior high school, especially in writing. Recitation is the most widely used method in high school foreign language teaching in our country, and it has many irreplaceable advantages. Therefore, the main purpose of this study is to combine the chunks theory with the traditional recitation method to explore its effectiveness in the teaching of English writing in senior high schools. Therefore, the author proposes the following hypotheses: chunks recitation can effectively improve the writing achievement of senior high school students, improve the students' writing level in terms of vocabulary, syntax and text layout, and ultimately enhance the students' self-confidence and interest in writing. In order to verify the hypothesis, this study adopts the experimental method. In the teaching of the experimental class, the author selects the language chunks mainly from the text, supplemented by the supplement of the daily teaching and the accumulation of the students' extracurricular reading, and pays attention to the cultivation of the students' chunks consciousness. At the same time, teachers should strengthen the check of chunks and urge students to establish their own chunks material bank. In addition, teachers strengthen the training of writing teaching and guide students to quickly extract chunks for limited time writing. At the same time, the author conducted questionnaires, interviews, writing tests before and after the experiment. After comparing the data before and after the experiment, we can find that the writing score of the experimental class is obviously higher than that of the pre-test, and the number of chunks used is greatly increased. The structure of sentence patterns is more abundant and diverse, and the cohesion of context is more reasonable and smooth. The results of questionnaires and interviews also showed that students' confidence and interest in writing were significantly increased. Therefore, we can draw the following conclusions: chunks recitation can effectively improve high school students' English writing proficiency, and is effective in senior high school English writing teaching.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
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