本文選題：詞塊教學(xué)法 + 詞塊能力�。� 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：閱讀是一種重要的英語(yǔ)輸入方式:學(xué)習(xí)者不僅獲取有效信息,還能學(xué)習(xí)語(yǔ)言知識(shí)。根據(jù)初中英語(yǔ)新課程標(biāo)準(zhǔn),八年級(jí)英語(yǔ)學(xué)習(xí)者閱讀能力達(dá)到以下要求:(1)能從簡(jiǎn)單的文章中找出有關(guān)信息,理解大意;(2)能根據(jù)上下文猜測(cè)生詞的意思;(3)能理解并解釋圖表提供的信息;(4)能讀懂簡(jiǎn)單的個(gè)人信件、各種應(yīng)用文體材料;(5)能使用英漢詞典等工具書(shū)幫助閱讀理解;(6)課外閱讀量累計(jì)達(dá)到10萬(wàn)詞以上。因此,初中生應(yīng)該要養(yǎng)成良好的英語(yǔ)閱讀學(xué)習(xí)方法,打好英語(yǔ)學(xué)習(xí)的基礎(chǔ)。然而,目前大部分初中英語(yǔ)教師教授閱讀時(shí)還是偏向于重視單個(gè)單詞的教授和語(yǔ)法規(guī)則的英語(yǔ)教學(xué)方法。其結(jié)果是許多學(xué)生習(xí)慣了單詞的零散記憶,逐字逐句閱讀文章,這大大降低了閱讀速度和準(zhǔn)確性。一些學(xué)生反映自己認(rèn)識(shí)每個(gè)單詞,但是抓不住整篇文章的大意。這一重要原因是單個(gè)單詞可以組塊形成有特定意義的詞塊。但是學(xué)生的詞塊能力不足。這篇論文旨在探究詞塊教學(xué)法對(duì)初中生英語(yǔ)閱讀能力的影響和詞塊能力的影響,就這兩方面提出了兩個(gè)研究問(wèn)題:(1)詞塊教學(xué)法對(duì)初中生英語(yǔ)詞塊能力有積極影響嗎?(2)詞塊教學(xué)法對(duì)初中生英語(yǔ)閱讀能力有積極影響嗎?為了探究詞塊教學(xué)法的影響,確保研究的可行性和有效性,本實(shí)驗(yàn)研究采取了質(zhì)性研究和量化研究?jī)煞N方法。實(shí)驗(yàn)對(duì)象為廣州市第十八中學(xué)初二5班的43名同學(xué)。實(shí)驗(yàn)時(shí)長(zhǎng)為12周,教學(xué)材料為初二英語(yǔ)課本(上海教育出版社)。實(shí)驗(yàn)之后,作者使用SPSS 22.0就收集到的數(shù)據(jù)進(jìn)行分析。該實(shí)驗(yàn)研究的結(jié)果表明:采用了詞塊教學(xué)法,實(shí)驗(yàn)班的學(xué)生英語(yǔ)閱讀成績(jī)得到了提高,并且詞塊能力也得到了提高。該研究給初中英語(yǔ)教師提供了一種有效的、可行的教學(xué)思路——詞塊教學(xué)法。因此,作者提出:將詞塊教學(xué)法應(yīng)用于中國(guó)初中英語(yǔ)閱讀課堂教學(xué)是可行、有效的教學(xué)方法。
[Abstract]:Reading is an important way to input English: learners can not only acquire effective information, but also learn language knowledge. According to the new curriculum standards of junior high school English, the eighth grade English learners' reading ability meets the following requirements: 1) can find relevant information from simple articles. Can guess the meaning of a new word according to the context.) can understand and explain the information provided by the chart. 4) can read a simple personal letter. Various applied stylistic materials such as English-Chinese dictionaries and other reference books can be used to help reading comprehension.) the cumulative amount of extracurricular reading is more than 100000 words. Therefore, junior high school students should develop good English reading learning methods and lay a good foundation for English learning. However, most junior middle school English teachers still prefer to pay attention to the teaching of single words and grammar rules. As a result, many students are used to the scattered memory of words and read articles word by word, which greatly reduces the speed and accuracy of reading. Some students reflect that they know every word, but they can't grasp the general idea of the whole article. This important reason is that a single word can be grouped into chunks with specific meanings. But students' lexical chunks are inadequate. The purpose of this paper is to explore the effects of lexical chunks on junior high school students' English reading ability and lexical chunks ability. Two research questions are raised in these two aspects: (1) does lexical chunks have a positive effect on junior high school students' English lexical lexical competence? (2) does lexical chunks have a positive effect on junior high school students' English reading ability? In order to explore the influence of lexical chunks teaching method and ensure the feasibility and effectiveness of the study, this experiment adopts two methods: qualitative study and quantitative study. The subjects were 43 students from Class 5, Grade 2 of Guangzhou No. 18 Middle School. The experiment is 12 weeks long and the teaching material is English textbook of Grade 2 (Shanghai Education Publishing House). After the experiment, the author used SPSS 22. 0 to analyze the data collected. The results of the experiment show that the English reading scores of the students in the experimental class have been improved and the lexical chunks competence has also been improved by using the lexical chunks teaching method. This study provides an effective and feasible teaching method for English teachers in junior high school. Therefore, the author suggests that it is feasible and effective to apply lexical chunks to Chinese junior high school English reading classroom teaching.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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