【摘要】 近年來，隨著語言研究的深入和理論的不斷完善，越來越多語言學(xué)家們提出詞塊這一概念。其整體性兼具了語言的形式與功能，體現(xiàn)出句法、語義和語境相融合的優(yōu)勢。詞塊教學(xué)以詞塊理念為核心，在教學(xué)過程中既重視句法結(jié)構(gòu)又強調(diào)具體語境中的運用，打破了傳統(tǒng)教學(xué)中將詞匯和語法一分為二的教學(xué)觀念，為英語教學(xué)提供了新的視角。筆者嘗試將這種教學(xué)法運用到高職英語教學(xué)中，利用詞塊的優(yōu)勢，提高學(xué)生寫作水平。培養(yǎng)應(yīng)用型人才是高等職業(yè)教學(xué)的主要目標(biāo)，這決定了高職高專英語寫作教學(xué)強調(diào)應(yīng)用型寫作的特點。本文從詞塊的優(yōu)勢出發(fā)，結(jié)合高職英語寫作的特點，從實證研究入手，探索詞塊教學(xué)對高職高專寫作的影響。具體要回答的問題包括：1.詞塊教學(xué)能否有效提高高職高專學(xué)生的寫作成績？2.運用詞塊教學(xué)法后，學(xué)生作文中詞塊使用數(shù)量是否顯著增加？3.學(xué)生作文的詞塊量是否有助于學(xué)生寫作水平的提高？本文選取漳州衛(wèi)生職業(yè)學(xué)院2012級兩個自然班的90名學(xué)生作為研究對象，隨機分為實驗班和對照班。實驗班采用以詞塊為主線的教學(xué)，通過在教學(xué)活動中進行詞塊的辨認、學(xué)習(xí)、強化，培養(yǎng)學(xué)生有意識地使用詞塊。對照班采用傳統(tǒng)教學(xué)方法。在學(xué)期初和學(xué)期末，分別進行一次寫作測試，以此作為前測、后測的研究內(nèi)容。通過SPSS軟件對兩班的作文成績及詞塊使用量進行數(shù)據(jù)統(tǒng)計分析。數(shù)據(jù)結(jié)果表明，實驗結(jié)束后，實驗班學(xué)生作文成績和詞塊使用量均明顯高于對照班。由此證明，詞塊教學(xué)法對高職高專學(xué)生寫作水平的提高具有積極影響。
 
【關(guān)鍵詞】 詞塊； 詞塊教學(xué)法； 高職英語寫作； 實驗研究；

Chapter One Introduction

1.1 Research Background
With the growth of the international cooperation and information exchange, Englishlearning has become more and more important, especially oral English. In traditional oralEnglish teaching, grammar and vocabulary are considered fundamental parts of languagelearning, where language is treated as a highly rule-governed system, which students canlearn by mastery of grammar and vocabulary separately, not as a whole. However, thisteaching approach has been proved ineffective in improving students’ oral Englishcompetence. During the teaching practice, the author also find that most students still havedifficulty encoding sentences which are simply longer than eight to ten words, eventhough these students have already had a good mastery of grammar and a large stock ofvocabulary.In order to find out problems in students’ oral English learning, the author gave aninterview to the students majoring in business English. The interview question is: what areyour problems in oral English learning? The result of the interview shows that participants’ problems of oral English learninglie in various aspects. Basically, these problems can be classified into three categories:linguistic problems (answer C and answer D), psychological problems (answer B, E and F) and language environment problems (answer A, G and H). While, we can also see fromthe statistics, that the participants’ problems mainly focus on: lack of vocabulary, 98.3%,grammar, 73.3%, lack of effective learning skills and strategies, 71.7%, and lack ofpractice, 63.3%. In this research, the author will only target at linguistic problems. As theabove statistics shows, these linguistic problems are all directly or indirectly related to thelearning of lexis. That means, students’ major problem in oral English learning is learningof lexis.

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1.2 Research Method
In this thesis, an empirical and quantitative method is adopted in order to drawconclusions about the role of lexical chunks in oral English teaching for higher vocationalstudents majoring in business English and find out how chunk-based teaching improvestudents’ English speaking ability. In order to figure out relationship between chunk-basedteaching and students’ oral English competence, two natural classes of 30 students eachmajoring in business English have been randomly selected from Foreign LanguageDepartment in Hengshui Vocational and Technical College to be taken as experimentalclass and control class. Before the experiment was carried out, an interview and aquestionnaire survey, as mentioned in the above section, has been made among all theparticipants in order to get a thorough knowledge about the students’ oral English learningstatus. By analyzing the result of the interview and the questionnaire survey, the researchercould find out deficiencies in participants’ learning process and design a reasonableteaching plan accordingly. Then the empirical study was carried out in accordance with thefollowing steps. Firstly, all the participants were given a pre-test of their oral Englishcompetence, which was a dialogue. All the dialogues of the participants were kept andrecorded for further study. After the test, a teaching experiment with emphasis on the inputand output of lexical chunks was designed according to the teaching theory ofConstructivism and was carried out to find out the feasibility of teaching lexical chunksand the relationship between chunk competence and students’ oral English competence.

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Chapter Two Literature Review

2.1 Theoretical Basis of the Study
As a learning theory, Constructivism is to explain that knowledge is constructed bythe human being based on mental activity, which means, when information is received byhuman being, it contacts with existing knowledge that had been developed byexperiences[3]. It has its roots in cognitive psychology and biology. Constructivism laysemphasis on the ways knowledge is created in order to adapt to the world. Learner isconsidered an information constructor instead of a passive receiver[4]. Constructs are thedifferent types of filters people choose to place over their realities to change their realityfrom chaos to order. Von Glasemfield describes constructivism as “a theory of knowledgewith roots in philosophy, psychology, and cybernetics”. Constructivism has far-reachingimpact on people’s education and learning behavior. Discovery learning, hands-on,experiential, collaborate, project-based, tasked-based are a number of application that baseteaching and learning[5].Jean Piaget ever said, “Education, for most people, means trying to lead the child toresemble the typical adult of his society ... but for me and no one else, education meansmaking creators... You have to make inventors, innovators-not conformists”. Piagetdefined knowledge as the ability to modify, transform, and “operate on” an object or idea,such that it is understood by the operator through the process of transformation. Learning,then, occurs as a result of experience, both physical and logical, with the objectsthemselves and how they are acted upon. 
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本文編號：8975