詞匯教學近年來一直備受關(guān)注。由于詞匯教學的復雜多面性，所以教師們應(yīng)該想辦法幫助學生們更好認識到如何全面的認識一個詞。盡管詞匯的深度知識對于詞匯學習和理解至關(guān)重要，但詞匯知識的深度理解一直以來都是被傳統(tǒng)的詞匯教學所忽視。詞塊教學在詞匯教學的領(lǐng)域也越來越受到重視。詞塊被描述成各種名稱，比如：詞項，詞組，預制單位等。不管什么名稱，他們在語言習得和語言使用中都起著重要作用。語料庫與計算機語言學的研究為分析大量數(shù)據(jù)提供了條件。另外，認知語言學與心理語言學中的研究成果又為詞塊的運用研究提供了便利。盡管英語學習者們經(jīng)過了數(shù)年的辛苦學習，但與他們的語言理解能力相比，他們的語言運用能力仍十分薄弱。因此，本篇論文要研究的就是詞塊教學對英語教學的效果研究。其共由五個部分組成。第一部分簡要介紹了文章的緣由，研究意義和框架。第二部分對詞塊的定義，分類和詞塊在英語教學中所起的作用進行了論述。第三部分主要闡述的是對課堂詞塊教學模式。第四部分描述的是詞塊教學模式實驗研究。第五部分列舉了主要的實驗結(jié)果和發(fā)現(xiàn)以及一些不足和對今后研究的一些建議。 

【文章來源】：上海師范大學上海市

【文章頁數(shù)】：81 頁

【學位級別】：碩士

【文章目錄】：
中文摘要
Abstract
Contents
Chapter 1 Introduction
    1.1 Origin of the view
    1.2 Significance of the study
    1.3 Methods of the research
    1.4 Organization of the thesis
Chapter 2 Literature review of lexical chunks
    2.1 Definitions of lexical chunks
    2.2 Classifications of lexical chunks
    2.3 Lexical chunks and language acquisition
        2.3.1 Lexical chunks in first language acquisition
        2.3.2 Lexical chunks in second language acquisition
    2.4 Functions of lexical chunks
        2.4.1 Functions of lexical chunks in discourse
        2.4.2 The organizing functions of lexical chunks
    2.5 The lexical approach for teaching and learning
        2.5.1 Background
        2.5.2 Activities for developing students’ knowledge of lexical chunks
        2.5.3 The pedagogical implications of the Lexical Approach
Chapter 3 Vocabulary teaching and learning mode under lexical chunk theory
    3.1 Definitions of teaching mode
    3.2 The analysis of traditional vocabulary teaching and learning mode
    3.3 Active effects of word chunks on vocabulary teaching and learning
    3.4 The construction of vocabulary teaching mode under the theory of lexical chunks in junior high school
        3.4.1 The design principle
        3.4.2 Lexical teaching mode in classroom
Chapter 4 Vocabulary teaching experiment
    4.1 Aims of experiment
    4.2 Experimental object
    4.3 Experimental method and tool
    4.4 Statistics collection and processing
    4.5 Experimental procedure
    4.6 Experimental conclusions
Chapter 5 Suggestion and conclusions
    5.1 Suggestions on lexical teaching and learning
    5.2 Major findings
    5.3 Pedagogical implications
    5.4 Limitations and suggestions for future research
Bibliography
Appendix
    Appendix 1 Three tests results in listening in EC and CC
    Appendix 2 Three tests results in writing in EC and CC
    Appendix 3 Three total tests results in EC and CC
Acknowledgements


【參考文獻】：
期刊論文
[1]預制語塊與中學英語口語教學[J]. 姚寶梁.  課程.教材.教法. 2004(04)
[2]關(guān)于非自然輸入促進輸出能力的思辨與實驗[J]. 王大偉,毛立群,孫艷.  外語界. 2002(05)
[3]英語詞匯的"板塊"性及其對英語教學的啟示[J]. 楊玉晨.  外語界. 1999(03)



本文編號：3317631