基于詞塊理論的高中英語詞匯教學研究
發(fā)布時間：2022-07-01 09:17
上世紀80年代,語料庫語言學得到了快速的發(fā)展,這使得語言學家開始將注意力從簡單的詞匯和復雜的語法轉(zhuǎn)向詞塊。研究者發(fā)現(xiàn)英語自然語言中存在著許多特殊的語言結(jié)構(gòu),這些語言結(jié)構(gòu)同時具有句法和詞匯雙重特征。之后,這些特殊的語言結(jié)構(gòu)被統(tǒng)稱為:詞塊（lexical chunks）。詞塊包括一些模式化了的固定和半固定的結(jié)構(gòu)、習慣用語和固定搭配、句子框架、諺語。一些研究者認為,這些詞塊可以被看做是模式化的結(jié)構(gòu),而他們作為一個整體儲存在人的大腦中,使用者可以直接提取使用,或者經(jīng)過加工再使用。詞塊的存在加速了語言處理的速度,符合學生認知的基本規(guī)律,對促進語言的習得和語言輸出的流利性和地道性都具有十分重要的意義。目前,高中英語課堂教學中,由于時間有限,課程任務(wù)多等原因,講解詞匯的時間也隨之縮減。另外,傳統(tǒng)教學法下的英語詞匯教學難以適應(yīng)當前的學習需求。詞匯教學仍然以機械的記憶和孤立的講解為主。因此,本論文致力于研究詞塊理論指導下的詞匯教學法是否可以有效的改善詞匯教學的現(xiàn)狀以及是否能夠幫助學生提高英語綜合語言能力。國內(nèi)外學者對詞塊進行了不同層面的研究,如“詞塊教學法對緩解英語聽力焦慮的實證研究”、“談詞塊教學法在...
【文章頁數(shù)】：108 頁
【學位級別】：碩士
【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Background of the Research
1.2 Significance of the Research
1.3 Structure of the Research
Chapter Two Literature Review
2.1 The Definition of Lexical Chunks
2.2 The Features of Lexical Chunks
2.3 The Classification of Lexical Chunks
2.3.1 Structural Classifications
2.3.2 Functional Classifications
2.4 Research on Lexical Chunks Abroad and at Home
2.4.1 Previous Studies on Lexical Chunks Abroad
2.4.2 Previous Studies on Lexical Chunks at Home
2.5 Theoretical Basis
2.5.1 Chunk Theory
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Tests
3.4 Research Procedures
3.5 Data Collection and Analysis
3.6 Vocabulary Teaching Methods
3.6.1 Vocabulary Teaching Plan Guided by Lexical Chunk Theory in Experimental Class
3.6.2 Traditional Vocabulary Teaching Plan in Contrast Class
Chapter Four Results and Discussion
4.1 Students' Attitudes toward Lexical Chunks
4.2 The Influence of Lexical Teaching Approach on Students' Comprehensive Language Capacity
4.2.1 Analysis and Discussion of Pret-test
4.2.2 Analysis and Discussion of Post-test
4.2.3 The Influence of Lexical Teaching Approach on Subjective Questions
4.2.4 The Influence of Lexical Teaching Approach on Objective Questions
4.3 The Differences between Traditional Vocabulary Teaching Approach and Lexical Chunk Approach
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Research
Bibliography
Appendices
Acknowledgements
本文編號：3653969
【文章頁數(shù)】：108 頁
【學位級別】：碩士
【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Background of the Research
1.2 Significance of the Research
1.3 Structure of the Research
Chapter Two Literature Review
2.1 The Definition of Lexical Chunks
2.2 The Features of Lexical Chunks
2.3 The Classification of Lexical Chunks
2.3.1 Structural Classifications
2.3.2 Functional Classifications
2.4 Research on Lexical Chunks Abroad and at Home
2.4.1 Previous Studies on Lexical Chunks Abroad
2.4.2 Previous Studies on Lexical Chunks at Home
2.5 Theoretical Basis
2.5.1 Chunk Theory
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Tests
3.4 Research Procedures
3.5 Data Collection and Analysis
3.6 Vocabulary Teaching Methods
3.6.1 Vocabulary Teaching Plan Guided by Lexical Chunk Theory in Experimental Class
3.6.2 Traditional Vocabulary Teaching Plan in Contrast Class
Chapter Four Results and Discussion
4.1 Students' Attitudes toward Lexical Chunks
4.2 The Influence of Lexical Teaching Approach on Students' Comprehensive Language Capacity
4.2.1 Analysis and Discussion of Pret-test
4.2.2 Analysis and Discussion of Post-test
4.2.3 The Influence of Lexical Teaching Approach on Subjective Questions
4.2.4 The Influence of Lexical Teaching Approach on Objective Questions
4.3 The Differences between Traditional Vocabulary Teaching Approach and Lexical Chunk Approach
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Research
Bibliography
Appendices
Acknowledgements
本文編號：3653969
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