英語寫作教學的最終目的是提高學生的英語寫作能力,使學生達到相應等級的英語寫作標準。然而,筆者發(fā)現(xiàn)英語寫作是學生英語學習的薄弱環(huán)節(jié),學生未能達到所要求的英語寫作標準,存在按中文語序逐字翻譯、詞匯貧乏、缺乏銜接與連貫等寫作問題。根據(jù)前期問卷調(diào)查結(jié)果,筆者確認學生的英語寫作難點集中在詞匯和語法上。詞塊是固定或半固定化的結(jié)構(gòu),介于傳統(tǒng)的語法和詞匯之間,無需經(jīng)過語法生成和分析即能整體儲存和提取,具有減輕大腦語言編碼的壓力,是理想的語言教學單位。理論上,詞塊所具有的優(yōu)勢正好有利于學生克服寫作難點,因此筆者以廣州市花都區(qū)鏡湖學校初一(1)班41名學生為研究對象,開展了為期4個月的運用詞塊教學提高初中生英語寫作能力的行動研究,并回答以下兩個研究問題:(1)如何實施詞塊教學解決初中生英語寫作問題?(2)詞塊教學在提高初中生英語寫作能力上效果如何?本行動研究遵循“計劃-行動-觀察-反思”的模式開展兩輪詞塊教學行動。在第一輪行動中,學生在英語閱讀課的第二課時對詞塊進行輸入、記憶和內(nèi)化,在英語寫作課上輸出詞塊。筆者利用英語寫作中測、訪談、教學日志的方式收集數(shù)據(jù),以檢驗第一輪行動實施效果。第二輪基于第一輪的反思...

【文章頁數(shù)】：117 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Relevant Concepts
        2.1.1 Writing Ability
        2.1.2 Lexical Chunks
    2.2 Previous Studies on Lexical Chunks Abroad
        2.2.1 Theoretical Studies on Lexical Chunks
        2.2.2 Empirical Studies on Lexical Chunks
    2.3 Previous Studies on Lexical Chunks at Home
        2.3.1 Theoretical Studies on Lexical Chunks
        2.3.2 Empirical Studies on Lexical Chunks
    2.4 Research Gaps in Previous Studies
Chapter Three Theoretical Foundation
    3.1 Input Hypothesis
    3.2 Noticing Hypothesis
    3.3 Output Hypothesis
Chapter Four Methodology
    4.1 Practice of Action Research
    4.2 Research Questions
    4.3 Participants
    4.4 Research Instruments
        4.4.1 Questionnaires
        4.4.2 Tests
        4.4.3 Interviews
        4.4.4 Teaching Logs
Chapter Five Procedure of the Action and Data Collection
    5.1 Preliminary Research
        5.1.1 Discovering the Problem
        5.1.2 Investigating by Questionnaire
    5.2 The First-round Action
        5.2.1 Planning and Action
        5.2.2 Observation and Reflection
    5.3 The Second-round Action
        5.3.1 Adjustment of the Teaching Plan
        5.3.2 Observation and Reflection
Chapter Six Results and Discussion
    6.1 Results
        6.1.1 Results of Pre-test and Post-test
        6.1.2 Results of Interviews
    6.2 Discussion
        6.2.1 Discussion on the Way of Conducting Lexical Chunks Teaching
        6.2.2 Discussion on the Effectiveness of Lexical Chunks Teaching on EnglishWriting
Chapter Seven Conclusion
    7.1 Major Findings
    7.2 Pedagogical Implications
    7.3 Limitations and Suggestions for Further Research
References
AppendixⅠThe Description of Writing Standard
AppendixⅡ Questionnaire
AppendixⅢ Results of Questionnaire
AppendixⅣ Pre-test
AppendixⅤ Mid-test
AppendixⅥ Post-test
AppendixⅦ The Scoring Criteria of English Writing in High School EntranceExamination
AppendixⅧ Instructional Designs
AppendixⅨ Interviews
AppendixⅩ Teaching Logs
AppendixⅪ Students’Written Works



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