词块学习在高中英语阅读教学中的应用.docx

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1、 摘要 阅读理解是英语学习获得知识的一种重要方式，并且在学生学习四项基本技 能中发挥着重要的作用。全 R 制普通高级中学英语教学大纲明确规定，高中英语 教学要侧重培养学生的阅读能力。学生具备良好的阅读能力，才能了解更多的英 美文化，获取更多信息。目前，我国外语教学虽十分关注培养学生的阅读能力， 然而效果却不是十分乐观。许多中学英语教师认为，对于中学英语学习者来说， 阅读的目的是学习语言知识。他们把教学重点放在讲解阅读材料中的字、词、句、 段，忽视了文章的内容以及文章内容中体现出的英语国家风俗文化知识。而且， 他们还十分关注文中出现的语法点。这样，教师把阅读教学作为学习英语语言的 一种手段，在阅

2、读教学活动中只强调语言知识的学习，于是阅读课便变成了语法 课和词 汇课，使得教学便失去了它原本的意义。基于上述原因，本文借鉴词块的 相关理论，探讨词块学习在高中英语阅读教学中的应用。 近十年来，越来越多的语言学家专家和外语教师开始关注词块。词块，也叫 词汇组块，简单的说，即指词汇短语，就是事先预制好且被频繁使用的多个词的 组合，这种组合有自己特定的结构和相对稳定的意思，可整体或稍做改动后作为 预制组块供学习者提取和使用（姚宝梁， 2003:23)。词块学习要求学生将词块作 为一个整体来掌握，使学生把注意力从个别单词转移到词块这个较长的语篇结构 上来，使文章结构清晰化，从而在 整体上把握文章思路

3、，培养学生的语篇理解生 成意识，提高学生的阅读能力。鉴于词块在语言习得中的重要作用，本文研究在 英语教学中运用词块理论能否有效提高英语学习者的阅读理解水平和能力。 本研究选取了武汉市黄陂区第三中学高一年级两个平行班级的学生 （ 80 名学 生）为实验对象，进行 3 个月的教学实验，从 2012 年 10 月持续到 2012 年 12 月， 共计12 周。所有的实验对象都是高一年级的学生。实验过程中，通过抽签的方式 决定高一 （ 10)班为实验班，髙一 （ 5)班为对照班。实验前，分别对两个班进行 前测，前测材料为髙一（上）期 中测试题。另外，对高一 （ 10)班发放实验前问 卷调查。然后，由同

4、一个老师教授采用不同的教学方法教授两个班。实验班采用 词块理论进行教学，而对照班则采用传统方法进行教学。试验后，分别对两个班 进行后测，后测材料为高一（上）期末测试题。同时，对实验班发放试验后问卷 调查。最后收集并分析数据。分析表明，实验后，实验班学生的平均阅读成绩不 仅明显高于对照班，而且与实验前相比也有较大幅度提高。除此之外，分析还发 现实验班中优等成绩和中上等成绩学生的提高比较显著，而差等成绩学生的提高 则不太明显。另外，实验后，实验班学生的学习策略，学习动机和自信心均有所 改善。因此，通过培养学生的词块意识来提髙学生的阅读水平是行之有效的。 关键词：词块；阅读能力；高中英语阅读教学 A

5、BSTRACT Reading is an important way for people to acquire knowledge in English learning. Moreover, it plays an important role in senior students, four basic skills listening， speaking, reading and writing. Therefore, teachers should place a high value on developing students5 reading competence, whic

6、h is explicitly described in The Criterion of the New English Curriculum. Only when students have a good reading ability can they know more British or American cultures and get more information. At present, although foreign language teaching in China pays more attention to developing students7 readi

7、ng ability, the effect is not satisfying. A large number of teachers in middle school think students learn reading to have a good command language points. They highlight the importance of instructing words, sentences, paragraphs in reading materials, regardless of reading contents and related Britis

8、h or American cultural knowledge in reading materials. Moreover, they focus on grammars in reading materials. Thus, teachers regard reading teaching as a measure of knowledge learning language points and they stress linguistic knowledge learning in reading teaching. As a result， reading courses beco

9、me grammar or vocabulary ones, which have reading teaching lose its original meaning. Based on the above reasons, this paper explores whether it is effective to apply the lexical chunks to English reading teaching in senior high schools. Lexical chunks research has attracted more and more attention

10、of experts and scholars during the past decade. Lexical chunks, or lexical phrases, are frequently-used and pre-fabricated word-combinations with their own structures and fixed meanings. They can also be adopted as pre-fabricated chunks after being modified partially and wholly (Yao Baoliang, 2003:2

11、3). Application of lexical chunks requires students to regard lexical chunks as a whole and makes students avert their attention from words to discourse structure. In this way, students can have a good command of the main idea of the passage. Moreover, it is also easy to develop students9 sense of l

12、exical chunks. Consequently, it is possible to improve students7 reading competence. Considering the indispensable role of lexical chunks in language acquisition, the thesis mainly focuses on investigating whether the application of lexical chunks can improve students5 reading ability. In this resea

13、rch, the author chose 80 students from two ordinary liberal art classes (Class5 and ClasslO) in No.3 Middle School of Huang Pi in Wu Han as subjects. The experiment lasted three months (twelve weeks), from October to December of 2012. All subjects were in the first semester of their first year in se

14、nior school. In the experiment, the author designated Class 10 as the experimental class (EC) and Class 5 as the control class (CC) by drawing lots. Before the experiment, the researcher took pre-tests (reading comprehension from the first semester mid-term test of senior one) in both classes respec

15、tively and handed out questionnaires before the experiment; in the experimental class. Then, a teacher used two different methods to teach EC and CC separately. The experimental group was taught with lexical chunks approach, while the control group used traditional teaching approach. After this expe

16、riment, the researcher took post-tests in both classes respectively and handed out questionnaires after the experiment in the experimental class. Data were collected and analyzed. The result indicates that the average score of the experimental class is obviously higher than that of the control class

17、 after the experiment. Moreover, the average score of EC after the experiment is evidently higher than that before the experiment. Besides, those middle-level students and top-level students have achieved greater progresses than poor-level students. Meanwhile, students5 learning strategies, learning

18、 motivation and confidence have improved. As a result, it can be concluded that lexical chunks is effective in the teaching of English reading in senior high school. Key words: lexical chunks; reading ability; English reading teaching in senior high school Contents ACKNOWLEDGEMENTS _ i 摘要 - ii ABSTR

19、ACT _ iv 1. Introduction . 1 1.1 Research background . 1 1.2 Research pxirpose and significance . . . 1 1.3 . The organization of the thesis . . . 2 2. Literature Review. _ . _ . _ . _ . _ . _ _ 4 2.1 Lexical chunks . 4 2.1.1 Definitions of lexical chunks . 4 2.1.2 Classifications of lexical chunks

20、. 6 2.1.3 Functions of lexical chunks . 9 2.2 Theoretical basis of reading . 10 2.2.1 The nature of reading . 10 2.2.2 Reading ability . 11 2.3 Lexical chunks and English reading comprehension . 12 2.3.1 Major studies abroad . 12 2.3.2 Major studies in China . 13 3. Applying Lexical Chunks in Englis

21、h Reading Teaching: An Experiment IS 3.1 Purpose of the teaching experiment . 15 3.2 Subjects . 15 3.3 Research questions . 16 3.4 Methodology . 16 3.4.1 Questionnaires before the experiment . 16 3.4.2 The pre-experiment test . 16 3.4.3 The post-experiment test . 17 3.4.4 Questionnaires after the ex

22、periment . 17 3.5 Instructional plans . . 17 3.5.1 Teaching designs in experimental class . 18 3.5.2 Teaching designs in control class . 27 ? 3.6 Data collection . 27 4. Results and Discussion. 30 4.1 Subjects5 perceptions of reading before experiment . 30 4.2 . Subjects5 English reading achievement

23、s before the experiment . 35 4.3 . Subjects5 English reading achievements after the experiment . 36 4.4 Comparison of subjects5 reading achievements before and after experiment. 36 4.4.1 Comparison between pre-test and post-test of CC . 36 4.4.2 Comparison between pre-test and post-test of EC . 37 4

24、.4.3 Comparison of three level achievers5 number in both groups between pre-test and post-test . 38 4.5 Subjects5 perceptions of reading after the experiment . 39 4.6 Discussion . 44 5. Conclusion . 46 5.1 Summary of major findings . 46 5.2 Pedagogical implications . 47 5.3 Limitations and recommend

25、ations for fiirther research . 47 Bibliography. 49 Appendix 1 . 52 Appendix II. - . - - . - . _ _ _ _ 63 作者攻读学位期间发表的学术论文目录 . 66 1. Introduction 1.1 Research background Lexical chunks research has received much attention from linguists and EFL (English as foreign language) teachers in recent years. T

26、he basic theory of lexical chunks is originated from corpora linguistics, lhrough vast studies of corpora linguistics, many linguists have found that there are many semi-fixed or fixed language structures in English with syntactic and lexical features. Those idealized language structures store in hu

27、man brain as a whole unit. Cognitive linguists and psycholinguists have found that learners use many lexical phrases un-analyzed in a predicable social context during the language acquisition process. The study shows a common phenomenon in language learning process, that is, a number of fixed or sem

28、i-fixed phrases are often used. Those lexical phrases are called lexical chunks in writing. Learners collect lexical chunks from language materials and communication, and analyze those lexical chunks so as to reuse them in actual communication. Based on this, learners create new sentences, which in

29、turn enrich the communication forms and smooth the communication process. Therefore, lexical chunks play a very important role in language learning and communicating. Language acquisition and calculating analysis of text output indicate that a lexical chunk is an ideal unit in language teaching. (Na

30、ttinger & DeCarrico: 2000). Reading, as an important language skill, provides the most efiFicient and necessary language input. Therefore, reading enjoys an indispensable place in EFL teaching. Many teachers have performed many explorations and practices in cultivating students5 reading abilities. T

31、hey have made certain achievement and accumulated much experience. However, we cannot deny that there are still many problems left to be resolved in reading teaching. They are reflected mainly in the following aspects: limited teaching modes; (2) indefinite teaching keynote; (3) lack of reading skil

32、ls teaching; ignorance of the cultivation of cross-cultural awareness. If teachers can conduct teaching approaches on the basis of lexical chunks in senior middle school, these problems in reading teaching could be solved, students5 reading ability could be improved at the same time, and the aim of

33、reading teaching could be achieved. 1.2 Research purpose and significance It is known that reading makes a great contribution to a student s English integrated l competence. Reading materials at senior level mainly focuses on testing student from following aspects: knowing author5s attitude, getting

34、 the main idea of the passage, guessing meaning, making inferences from the texts and detailed information. Students have been spending more and more time on English reading. Meanwhile, teachers adopt all kinds of approaches to teach English reading as well, but the result is not satisfying at all.

35、Teachers, even educators have been being confused with how to teach English reading effectively and efficiently. Therefore, confronted with the present situation, we are eager to find suitable and efficient methods to help students to improve their reading abilities. Many researches on lexical chunk

36、s have been done in recent years. Although some scholars do some empirical researches, most of them focus on applying lexical chunks to English speaking (Yao Baoliang, 2004) or listening (Yao Baoliang, 2004) or vocabulary teaching (Tang Liping, 2008; Wang Pengxue, 2012). The number of studies on the

37、 application of lexical chunks to reading is relatively small. So based on the lexical-chunk approach, this research aims to explore the effectiveness of the lexical chunks instruction on senior students English reading with an empirical study on the application of lexical chunks in English reading

38、teaching. Through this research, teachers can get another useful approach to teach students5 reading. Moreover, developing students awareness of lexical chunks is conducive to change the situation that students feel puzzled when facing reading. Besides, the application of lexical chunks to English r

39、eading teaching in high school may enrich the theory of lexical chunks. 1.3 The organization of the thesis This thesis is composed of five sections: Section One Introduction, Section Two Literature Review, Section Three Experiment, Section. Four Results and Discussions, and Section Five Conclusion.

40、Section One is the introduction of the thesis. It describes the background of the thesis, including the present situation in current senior English reading teaching, possibility and necessity of the lexical chunks application in reading teaching, the purpose and significance of the research. Section Two is a literature review which introduces theories on lexical chunks. They consist of four parts: definitions, classifications, functions of lexical chunks and