詞塊應用在非英語專業(yè)研究生寫作中的實證研究
發(fā)布時間：2018-10-08 10:25
【摘要】：許多中國英語學習者經過多年學習,其寫作水平仍然不甚令人滿意,甚至那些記住了大量的單詞和語法規(guī)則的中高級英語學習者仍然寫不好作文。詞匯的使用在寫作方面問題尤為突出,表現(xiàn)為學生記住了大量的單詞和語法規(guī)則,仍然寫不好作文,通常表現(xiàn)為,他們用詞和造句不符合英語表達的習慣,不會在適當?shù)恼Z境下恰當?shù)厥褂脝卧~和短語即單詞和短語的選擇不符合語境,常常出現(xiàn)短語搭配不當,詞匯表達單一,受母語負遷移影響出現(xiàn)逐字翻譯的中式英語。詞塊,結合了詞匯和語法的特征,將語法、語義和語境融合在一起,一般由幾個詞項構成,比單個的詞包含更多的信息,一般可以整體記憶,存儲和提取使用,因而為語言學習者節(jié)省大量語法加工時間,使其表達也更符合語境要求,從而為二語詞匯習得打開了新的視角,也對英語學習者的高質量的寫作有很大程度上的幫助。本文以華中師范大學化學和應用數(shù)學兩個專業(yè)的57名研究生一年級學生為研究對象,要求其在30分鐘內完成一篇以environment pollution為話題的不少于150字的議論文,然后抽取高分和低分作文各20份分為高分組和低分組,對這兩組寫作中詞塊進行提取和統(tǒng)計,并運用SPSS21.0進行獨立t檢驗和皮爾遜相關性分析等數(shù)據(jù)分析,旨在研究非英語專業(yè)研究生在寫作中的詞塊運用情況。研究主要圍繞以下幾個問題展開:(1)非英語專業(yè)研究生的寫作中詞塊的總體運用特征有哪些?(2)高低分組的寫作中詞塊運用有何不同?(3)詞塊使用是否與寫作水平相關?研究結果表明:(1)非英語專業(yè)研究生寫作中使用4類詞塊,多元詞,短語架構,習俗語和句子構造框架,其使用頻率從高到低依次是短語架構---句子構造框架---多元詞---習俗語。(2)高分組比低分組使用更多的詞塊,其中在句子構造框架和短語架構上存在顯著差異。(3)短語架構表現(xiàn)出與寫作水平最強的正相關,多元詞和句子構造框架與寫作水平表現(xiàn)出較弱的正相關,習俗語則與寫作水平呈負相關。本研究給我們帶來了英語詞塊教與學的啟示。鑒于詞塊的使用在英語作文中扮演著重要的角色,作者建議英語學習者應更好地掌握詞塊,以便提高自己的英語寫作水平。同時也建議教師們將詞塊教學貫穿于英語教學中,注重對學習者詞塊能力的培養(yǎng),提高非英語專業(yè)研究生的英語寫作能力。
[Abstract]:Many Chinese EFL learners have been learning for many years but their writing level is still not satisfactory. Even those middle and advanced English learners who have memorized a lot of words and grammar rules can still not write their compositions well. The use of vocabulary is particularly problematic in writing, as students memorize a large number of words and grammar rules and still fail to write compositions, usually because their words and sentences do not conform to the habits of English expression. Chinglish, which does not use words and phrases properly in a proper context, is not in line with the context, often occurs phrase collocation mismatch, single vocabulary expression, word for word translation influenced by negative transfer of mother tongue. Lexical chunks, which combine lexical and grammatical features, combine grammar, semantics, and context together. They are generally made up of several words, which contain more information than a single word, and can be memorized, stored, and extracted as a whole. As a result, language learners can save a lot of grammar processing time and make their expressions more in line with the requirements of context, thus opening up a new perspective for second language vocabulary acquisition and helping English learners to achieve high quality writing to a great extent. In this paper, 57 freshmen majoring in chemistry and applied mathematics in Huazhong normal University were asked to complete a 150-word argumentation on the topic of environment pollution within 30 minutes. Then 20 compositions with high scores and 20 low scores were divided into high score group and low score group. The lexical chunks in these two groups were extracted and statistically analyzed, and independent t test and Pearson correlation analysis were used to analyze the data. The purpose of this paper is to study the use of lexical chunks in writing by non-English majors. The research focuses on the following questions: (1) what are the overall features of lexical chunks in the writing of non-English major graduate students? (2) what are the differences in the use of lexical chunks in the writing of high and low groups? (3) is the use of lexical chunks related to the level of writing? The results show that: (1) there are four types of lexical chunks, poly-words, phrasal structures, customary language and sentence construction framework used in the writing of non-English major graduate students. The frequency of use from high to low is phrase structure, sentence construction frame, polymorphic word and custom language. (2) the high score group uses more lexical chunks than the low group. Among them, there are significant differences in sentence structure and phrase structure. (3) phrase structure has the strongest positive correlation with writing level, and multivariate words and sentence construction frame have weak positive correlation with writing level. There is a negative correlation between customary language and writing level. This study has brought us some enlightenments on the teaching and learning of English lexical chunks. Since the use of lexical chunks plays an important role in English composition, the author suggests that English learners should master lexical chunks better in order to improve their English writing proficiency. At the same time, it is suggested that teachers should apply lexical chunks teaching to English teaching, pay attention to the cultivation of learners' lexical competence, and improve the English writing ability of non-English major graduate students.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3
本文編號：2256423
[Abstract]:Many Chinese EFL learners have been learning for many years but their writing level is still not satisfactory. Even those middle and advanced English learners who have memorized a lot of words and grammar rules can still not write their compositions well. The use of vocabulary is particularly problematic in writing, as students memorize a large number of words and grammar rules and still fail to write compositions, usually because their words and sentences do not conform to the habits of English expression. Chinglish, which does not use words and phrases properly in a proper context, is not in line with the context, often occurs phrase collocation mismatch, single vocabulary expression, word for word translation influenced by negative transfer of mother tongue. Lexical chunks, which combine lexical and grammatical features, combine grammar, semantics, and context together. They are generally made up of several words, which contain more information than a single word, and can be memorized, stored, and extracted as a whole. As a result, language learners can save a lot of grammar processing time and make their expressions more in line with the requirements of context, thus opening up a new perspective for second language vocabulary acquisition and helping English learners to achieve high quality writing to a great extent. In this paper, 57 freshmen majoring in chemistry and applied mathematics in Huazhong normal University were asked to complete a 150-word argumentation on the topic of environment pollution within 30 minutes. Then 20 compositions with high scores and 20 low scores were divided into high score group and low score group. The lexical chunks in these two groups were extracted and statistically analyzed, and independent t test and Pearson correlation analysis were used to analyze the data. The purpose of this paper is to study the use of lexical chunks in writing by non-English majors. The research focuses on the following questions: (1) what are the overall features of lexical chunks in the writing of non-English major graduate students? (2) what are the differences in the use of lexical chunks in the writing of high and low groups? (3) is the use of lexical chunks related to the level of writing? The results show that: (1) there are four types of lexical chunks, poly-words, phrasal structures, customary language and sentence construction framework used in the writing of non-English major graduate students. The frequency of use from high to low is phrase structure, sentence construction frame, polymorphic word and custom language. (2) the high score group uses more lexical chunks than the low group. Among them, there are significant differences in sentence structure and phrase structure. (3) phrase structure has the strongest positive correlation with writing level, and multivariate words and sentence construction frame have weak positive correlation with writing level. There is a negative correlation between customary language and writing level. This study has brought us some enlightenments on the teaching and learning of English lexical chunks. Since the use of lexical chunks plays an important role in English composition, the author suggests that English learners should master lexical chunks better in order to improve their English writing proficiency. At the same time, it is suggested that teachers should apply lexical chunks teaching to English teaching, pay attention to the cultivation of learners' lexical competence, and improve the English writing ability of non-English major graduate students.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3
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，本文編號：2256423
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