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  本文選題：詞塊 + 詞塊理論�。� 參考：《華東師范大學》2015年碩士論文

【摘要】：詞匯對于語言學習的重要性顯而易見,在日常的教學實踐中,教師和學生都十分重視詞匯學習并投入了大量的時間和精力,然而學生的語言綜合運用能力卻沒有得到相應的提高。學生往往花費時間背了大量的生詞,在使用語言時卻依然顯得力不從心,陷入無詞可用、無詞會用的境地。近年來,語料庫語言學的研究成果揭示語言中存在大量的固定或半固定的公式化慣例語,由兩個或兩個以上的詞組成,作為整體儲存在記憶中,在使用時無需經(jīng)過語法規(guī)則加工而被直接提取,這樣的多詞組合被稱為詞塊。詞塊對于第二語言習得的重要性受到許多語言學家的關(guān)注,Michael Lewis指出詞塊可以節(jié)省語言加工處理資源,避免母語負遷移的影響,從而實現(xiàn)正確性和流利性的統(tǒng)一,是最理想的語言學習單位。他主張以詞塊為核心開展語言教學,通過培養(yǎng)學習者的詞塊能力提高其聽、說、讀、寫各項技能和語言綜合運用能力。以Michael Lewis的研究成果為核心的詞塊理論為解決當前高中英語教學事倍功半的困境帶來了啟示。本文以詞塊理論為指導,探討如何在高中英語教學實踐中開展詞塊教學模式,并基于實踐分析了詞塊教學對于提高學生語用能力的作用。本文分為引言、文獻綜述、詞塊理論在教學中的應用,教學實驗和結(jié)論五大部分。引言部分主要闡述了當前詞匯教學的現(xiàn)狀和問題,研究的必要性和論文結(jié)構(gòu)。文獻綜述部分概述了詞塊理論的興起背景,詞塊的定義、分類、功能和國內(nèi)外研究現(xiàn)狀,描述了詞塊教學的核心理念和操作原則。詞塊理論的應用部分結(jié)合《牛津高中英語》教材展示了如何將詞塊教學融入高中英語教學的各個環(huán)節(jié)。實驗部分詳盡介紹了研究的目的、對象、材料與方法和研究過程,通過實驗組與控制組的對比分析證明了在高中英語教學中實施詞匯組塊教學提升了學生的語言水平,是一條切實可行和行之有效的途徑。結(jié)論部分總結(jié)了本次研究的成果和對今后教學的啟示。
[Abstract]:The importance of vocabulary to language learning is obvious. In the daily teaching practice, both teachers and students attach great importance to vocabulary learning and invest a lot of time and energy. However, the students' comprehensive language use ability has not been improved accordingly. Students often spend time memorizing a large number of new words, but still appear to be unable to use the language, falling into the situation of no words available, no words can be used. In recent years, the research results of corpus linguistics reveal that there are a large number of fixed or semi-fixed formulaic conventions in language, consisting of two or more words, which are stored in memory as a whole. This multi-word combination is called lexical chunks, which are extracted directly without grammatical rules. The importance of lexical chunks for second language acquisition has been concerned by many linguists. Michael Lewis points out that lexical chunks can save processing resources and avoid the influence of negative transfer of mother tongue, thus achieving the unity of correctness and fluency. Is the ideal language learning unit. He advocates the development of language teaching with lexical chunks as the core to improve learners' listening, speaking, reading and writing skills as well as their comprehensive use of language by developing their lexical chunks. The lexical chunks theory, which is based on the research results of Michael Lewis, has brought enlightenment to solving the dilemma of English teaching in senior high school. Under the guidance of lexical chunks theory, this paper discusses how to develop the lexical chunks teaching model in senior high school English teaching practice, and analyzes the role of lexical chunks teaching in improving students' pragmatic competence based on practice. This paper is divided into five parts: introduction, literature review, application of lexical chunk theory in teaching, teaching experiment and conclusion. The introduction mainly expounds the present situation and problems of vocabulary teaching, the necessity of research and the structure of the thesis. In the part of literature review, the author summarizes the background of lexical chunks theory, the definition, classification, functions and research status of lexical chunks at home and abroad, and describes the core concepts and operational principles of lexical chunks teaching. The application of lexical chunks theory combined with Oxford Senior High School English textbook shows how to integrate lexical chunks teaching into senior English teaching. In the experiment part, the purpose, object, materials and methods of the study are introduced in detail. Through the comparative analysis between the experimental group and the control group, it is proved that the implementation of lexical block teaching in English teaching in senior high school has improved the students' language proficiency. It is a feasible and effective way. The conclusion part summarizes the results of this study and the enlightenment to the future teaching.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

【參考文獻】

相關(guān)碩士學位論文 前1條

1 沈瑩;通過詞匯組塊促進高中英語寫作教學的行動研究[D];東北師范大學;2009年

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本文編號：1938203