發(fā)布時(shí)間：2018-07-03 15:25

  本文選題：詞塊 + 農(nóng)村初中��； 參考：《河南大學(xué)》2016年碩士論文

【摘要】：作為英語聽、說、讀、寫四項(xiàng)基本技能之一,寫作能很好地反映學(xué)生掌握英語的程度。然而,長期以來英語寫作在我國的初中英語教學(xué)中卻沒有受到應(yīng)有的重視,特別是在農(nóng)村偏遠(yuǎn)地區(qū)的初中英語教學(xué)中,學(xué)生寫作能力的提高更是難點(diǎn)和薄弱環(huán)節(jié),這是不爭的事實(shí)。在教學(xué)環(huán)境和教學(xué)方法相對(duì)落后的農(nóng)村初中,學(xué)生的寫作狀況令人堪憂。學(xué)生寫作中存在著諸如拼寫錯(cuò)誤、詞匯量不足、用詞不當(dāng)、組織混亂、誤用英語句式、寫作態(tài)度消極等各種各樣的問題。更為嚴(yán)重的是,多數(shù)初中生在寫作時(shí)逐字逐句地將漢語翻譯成英語,導(dǎo)致整篇作文中出現(xiàn)大量的“中式英語”,不符合英語的表達(dá)習(xí)慣。這些問題使農(nóng)村中學(xué)英語教師頗為擔(dān)憂,幫助學(xué)生找到一種行之有效的方法來提高初中生的英語寫作成為英語教學(xué)的重中之重。為此,一些研究者將詞塊引入到英語寫作教學(xué)中。詞塊是語言的半成品,集語法及詞匯的特征于一身,能夠被整體地儲(chǔ)存及提取,是語言使用的理想單位,在英語寫作教學(xué)中有著非常重要的應(yīng)用價(jià)值。通過了解以往的研究后發(fā)現(xiàn),雖然語言學(xué)者對(duì)詞塊的研究數(shù)不勝數(shù),也有不少關(guān)于詞塊與英語寫作教學(xué)關(guān)系的研究,但這些研究多是理論研究,研究的對(duì)象也主要是大學(xué)和高中階段的英語教學(xué),將詞塊的學(xué)習(xí)真正應(yīng)用到初中英語教學(xué)實(shí)踐中的研究卻很少,涉及到農(nóng)村初中英語教學(xué)的研究更是寥寥無幾。因此,在組塊理論及輸入假說理論的指導(dǎo)下,筆者嘗試將詞塊應(yīng)用在農(nóng)村初中英語教學(xué)中,以詞塊為主線,以課文為切入口,旨在探討以下三個(gè)研究問題:問題一:如何有效地將詞塊應(yīng)用到農(nóng)村初中英語寫作教學(xué)中?問題二:詞塊運(yùn)用在多大程度上提高了初中生的英語寫作成績?問題三:運(yùn)用詞塊教學(xué)后初中生的英語寫作態(tài)度有怎樣的轉(zhuǎn)變?針對(duì)以上研究問題,筆者通過對(duì)詞塊的深入學(xué)習(xí)及分析,采用訪談法、實(shí)驗(yàn)法及問卷調(diào)查法,選取南陽市新野縣樊集鄉(xiāng)中初二年級(jí)兩個(gè)平行班的92位學(xué)生為研究對(duì)象進(jìn)行了實(shí)驗(yàn)研究,每班人數(shù)均為46人,其中一個(gè)班被隨機(jī)指定為實(shí)驗(yàn)班,另一班為對(duì)照班。實(shí)驗(yàn)開始前,筆者首先對(duì)所有學(xué)生進(jìn)行摸底測試,經(jīng)過前測驗(yàn)證兩班寫作成績無顯著差異。在這學(xué)期開始和即將結(jié)束時(shí)筆者對(duì)實(shí)驗(yàn)班學(xué)生進(jìn)行了問卷調(diào)查,旨在了解學(xué)生在實(shí)驗(yàn)前后對(duì)詞塊認(rèn)識(shí)及英語寫作態(tài)度等方面的變化。與此同時(shí),在為期五個(gè)月的教學(xué)實(shí)踐中,筆者在控制班實(shí)行常規(guī)教學(xué),其他方法不變,在實(shí)驗(yàn)班采用以詞塊為主線的教學(xué)活動(dòng),把詞塊貫穿在日常教學(xué)活動(dòng)的各個(gè)環(huán)節(jié)當(dāng)中,通過引導(dǎo)學(xué)生辨認(rèn)、鞏固詞塊,從而學(xué)會(huì)運(yùn)用詞塊。實(shí)驗(yàn)最后,所有學(xué)生參加本學(xué)期的期末考試,并抽取了實(shí)驗(yàn)班的部分學(xué)生與筆者進(jìn)行面談。實(shí)驗(yàn)所得數(shù)據(jù)通過SPSS20.0進(jìn)行分析與對(duì)比。實(shí)驗(yàn)結(jié)果顯示,與控制班相比,首先,實(shí)驗(yàn)班學(xué)生在最后的寫作測試中成績有了明顯的提高,反映出寫作成績和詞塊運(yùn)用之間有一定的相關(guān)性。學(xué)生在語言表達(dá)的準(zhǔn)確性和流暢性方面也有了較大的提高。其次,隨著實(shí)驗(yàn)的進(jìn)行,實(shí)驗(yàn)班學(xué)生能夠熟練地掌握詞塊,習(xí)得了詞塊學(xué)習(xí)策略,寫作興趣得到了提高,寫作自主性及自信心也得到了增強(qiáng)。最后,筆者根據(jù)農(nóng)村初中英語教學(xué)實(shí)際,提出了如何利用詞塊來提高農(nóng)村初中生的英語寫作成績。五個(gè)月的研究證實(shí)了將詞塊運(yùn)用到初中英語教學(xué)中能夠有效地提高農(nóng)村初中生的英語寫作成績。具體而言,詞塊運(yùn)用對(duì)學(xué)生在英語詞匯、句法及語篇層面的寫作具有一定的指導(dǎo)意義,并對(duì)農(nóng)村初中英語教學(xué)具有積極的作用,也在一定程度上促進(jìn)農(nóng)村初中英語教師教學(xué)方法的改進(jìn)。
[Abstract]:As one of the four basic skills of listening, speaking, reading and writing in English, writing can well reflect the degree of students' mastery of English. However, English writing has not been paid much attention to in the middle school English Teaching in our country for a long time, especially in the teaching of junior high school English in the remote areas of rural areas, the improvement of students' writing ability is more difficult and thinner. Weak links, this is an indisputable fact. In the rural junior middle school which is relatively backward in the teaching environment and teaching methods, the students' writing situation is worrying. There are various problems in students' writing, such as misspelling, lack of vocabulary, misuse of words, confusion, misuse of English sentences, negative writing attitude and so on. In writing, Chinese students translate Chinese into English word by word in writing, which leads to a large number of "Chinglish" in the whole composition, which does not conform to the English expression habit. These problems have made the English teachers in the rural middle school quite worried and help the students to find an effective way to raise the English writing of junior high school students to become the emphasis of English teaching. To this end, some researchers introduce lexical chunks into the teaching of English writing. Lexical chunks are semi-finished products of language, which are characterized by grammar and vocabulary, and can be stored and extracted as a whole. It is an ideal unit for language use. It has a very important application value in the teaching of English Writing. Although there are numerous studies on lexical chunks by the linguists, there are many studies on the relationship between lexical chunks and English writing teaching. However, most of these studies are theoretical research. The research objects are mainly in college and high school English teaching. There are few studies on the real application of lexical chunks in the practice of junior high school English teaching. Therefore, under the guidance of the theory of block theory and the theory of input hypothesis, the author tries to apply the lexical chunks to the teaching of junior high school English in the rural areas, taking the lexical chunks as the main line and taking the text as the entrance to explore the following three research questions: how to apply the lexical chunks to the rural junior middle school English effectively Question two in the teaching of language writing: to what extent does the use of lexical chunks improve junior high school students' English writing performance? Question three: what is the change in the attitude of junior high school students after the use of lexical chunks? In view of the above research questions, the author adopts an in-depth study and analysis of the lexical chunks, using interview, experimental and questionnaire surveys. 92 students from two parallel classes in the second grade of Fan Ji Township, Xinye County, Nanyang, were studied. The number of each class was 46. One class was randomly assigned to the experimental class and the other was the control class. Before the start of the experiment, the author first tested all the students and tested the scores of the two classes by the pre test. At the beginning and the end of the semester, the author conducted a questionnaire survey on the students in the experimental class to understand the students' understanding of the lexical chunks and the changes in the attitude of English writing before and after the experiment. At the same time, in the five months of teaching practice, the author carried out routine teaching in the control class, and the other methods were the same. The test class adopts the teaching activity of the word block as the main line, which runs through the lexical chunks in every link of the daily teaching activities. By guiding the students to recognize, consolidating the lexical chunks and learning to use the lexical chunks. At the end of the experiment, all the students take part in the final examination of the term, and some students from the experimental class are interviewed with the author. The experimental data are obtained. Compared with the SPSS20.0, the experimental results show that compared with the control class, first of all, the students in the experimental class have improved significantly in the final writing test, reflecting a certain correlation between the writing performance and the use of the lexical chunks. The students have also improved the accuracy and fluency of the language expression. Secondly, the students have improved the accuracy and fluency of the language. With the experiment, the students in the experimental class can master the lexical chunks skillfully, acquire the learning strategy of the lexical chunks, improve their writing interest, and enhance their autonomy and self-confidence. Finally, the author puts forward how to use the lexical chunks to improve the English writing performance of the rural junior middle school students according to the rural junior middle school English teaching. Five months. The study confirms that the use of lexical chunks in junior high school English teaching can effectively improve the English writing performance of rural junior high school students. In particular, the use of lexical chunks has certain guiding significance for students' writing in English vocabulary, syntax and discourse level, and has a positive role in the teaching of English junior middle school, and to a certain extent. The improvement of teaching methods for English teachers in rural junior middle schools.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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