打印1词块教学法与阅读理解的相关性实证研究.docx

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1、控制组采用传统的词汇教学方式，而试验组进行词块教学。经过一学期的教学比 对，并用统计软件将得出的数据进行分析，笔者得出词块教学确实对阅读能力的 提升有正面影响。这一发现解决了词汇教学单一和阅读输入困难两个难题，为提 髙专科学生语言输出能力打下了良好的基础。 关键词：词块教学专科英语阅读能力实践性研究 摘要 四川师范大学硕士学位论文 An Experimental Study of the Relationship between the Input of Lexical Chunks and Reading Comprehension Abstract MA Candidate: Cao Sh

2、a Advisor: Ji Min Lexicon is the fundamental basis in language acquisition; meanwhile reading plays a very important role in language skills. Sufficient vocabulary is a basic requirement for reading, and a great amount of reading can enlarge the vocabulary size. Interaction of these two improves the

3、 input ability of learners in English language acquisition. The lexical approach is based on the theory of Micheal Lewis “ language consists of grammatical lexis - not lexicalized grammar15. Lexical chunks teaching developed based on this theory. The lexical chunks are stocks of words storaged in le

4、arners? minds. The stocks of words associate with many aspects in language acquisition, that is, the meaning, the grammar, and the use of language. However, in Sichuan, the elementary and secondary school English teaching do not pay much attention to vocabulary teaching. Teachers often ask students

5、to memorize words by themselves; in that way, students recite words separately. The awareness of lexical approach is weak among the students. As the author interacted with these students, she found that they have huge problems with vocabulary learning and accumulation. They have bad habits in vocabu

6、lary learning, and the native language has great influence on their English language acquisition. The author is teaching in a college, and the students here are in the low level of learning English. The lack of vocabulary and confused grammar rules make them hard to get along with English. Abstract

7、They feel unconfident in English learning. Some of them even feel very frustrated to have English classes. Reading as the basic input skill of English learning takes a very important position in language learning. The students in college should have more reading to improve their English proficiency.

8、 But most students are blocked by vocabulary， sentences, and grammar rules in reading passages. They dont have desire to read more. This phenomenon indicates that non-English major students in college have problems in learning English. With this problem, the author designed and conducted two experim

9、ents during a semester (2012-2013). Firstly, she observed that there is a relationship between lexical chunks and reading comprehension. Secondly, she choses two classes as comparison groups to study the relation between the input of lexical chunks and the competence of reading comprehension. The ex

10、perimental group had lexical chunks teaching in class, while the control group was taught in the traditional way of vocabulary teaching. During one semester comparison, the author verifies the hypothesis that the input of lexical chunks does have positive influence on reading comprehension. Key word

11、s: lexical approach college English reading comprehension lexical chunks Contents mm . i ABSTRACT . Ill Introduction .1 Chapter One Literature Review . .4 1.1 Definitions of Lexical Chunks . 4 1.2 Classification of Lexical Chunks . 6 1.3 Lexical Chunks in Language Teaching . 9 1.4 The Principle Theo

12、ry of Chunks . 11 1.5 Relationship between Lexical Approach and Reading Comprehension. 12 Chapter Two Methodology and Design of the Research . 15 2.1 Research Background . 15 2.2 Research Questions . 16 2.3 Methodology . 17 2.3.1 Experiment One . 17 2.3.2 Experiment Two . 17 2.4 Experiment Design an

13、d Implementation . ,18 2.4.1 Experiment One . 18 2.4.2 Experiment Two . 18 2.4.3 Teaching Procedures for Experimental Group . 19 2.5 The Significance of the Study. . ,23 Chapter Three Analysis and Discussion . ,25 3.1 Analysis of Experiment One . .25 3.1.1 Multiple-choice chunk test . .25 3.1.2 Read

14、ing Comprehension . ,28 3.1.3 Interview . ,30 3.1.4 discussion for Experiment One . ,32 3.2 Analysis of Experiment Two. . .33 3.2.1 Data Analysis and Discussion . 33 3.2.2 Comparison of the Lexical Input with the Competence of Reading Comprehension . ,35 3.2.3 Interview . .37 Chapter Four Findings a

15、nd Pedagogical Suggestions . .40 4.1 Major Findings . 40 4.2 Pedagogical Suggestions . 41 4.3 Limitations of the Current Study . 43 Conclusion . .45 Bibliography, . ,47 Appendices. . ,50 Acknowledgements . 80 四川师范大学硕士学位论文 Introduction Reading has long been regarded as the effective way of language a

16、cquisition. It is also the best way to improve one5s foreign language in a foreign environment. Reading helps consolidate and enlarge vocabulary, enrich language knowledge, and improve the ability in using the language. Without this input process, the other three basic skills, namely listening, spea

17、king and writing cant be easily mastered. So from elementary education, reading always poses to be a very important skill in language learning. In Sichuan, English reading occupied 40% in the college entrance examination, which stands in the highest score rate in the whole examination. As we can see

18、, reading plays a very important role in English leamiug. Vocabulary is an unavoidable component in language acquisition. If the students master more vocabulary, they will feel easier to learn English. In that case, teachers have to find a proper way to teach vocabulary. The lexical approach is base

19、d on the theory of Micheal Lewis language consists of grammatical lexis - not lexicalized grammar” . Lexical chunks teaching developed based on this theory. The lexical chunks are stocks of words storaged in learners5 minds. The stocks of words associate with many aspects in language acquisition, th

20、at is, the meaning, the grammar, and the use of language. Sufficient vocabulary is a basic requirement for reading, and a great amount of reading can enlarge the vocabulary size. Lexis and reading interact with each other. Nowadays, more and more researchers find it is important to raise the awarene

21、ss of lexis within language teaching. Teaching lexical chunks is becoming an increasingly prevalent methodology in vocabulary teaching. But the author always thinks that we cannot separately teach lexical chunks. The final purpose of learning lexical chunks is to improve the four skills in English a

22、cquisition. So it comes the idea that how did the Introduction input of lexical chunks impact on them. In this paper, the author focuses on the relationship between the input of lexical chunks and reading comprehension. In Sichuan, the elementary education doesn?t pay much attention to lexical chunk

23、s. Vocabulary learning often is the task for students themselves. However, students are lack of ability to understand lexical chunks, and even find a proper way to learn vocabulary， and what they can do is to read and recite. This phenomenon becomes a vital shortage for those students to learn Engli

24、sh. The author works in a college where the students are in a low level of English learning. Most students find it*s hard for them to memorizing words, so that they cant read and listen. Without the input of language, we cant talk about output - speaking and writing. Gradually so many students feel

25、very fiaistrated to learn English. During teaching, the author finds that to solve this problem is urging, because in this way, we can pick up the students confidence quickly, and arouse their interest to learn English. Reading as the basic input skill of learning English takes a very important posi

26、tion in language learning. The students in college should have more reading to improve their English proficiency. But most students are blocked by vocabulary, sentences, and grammar rules in reading passages. They don t have desire to read more. This phenomenon indicates that non-English major stude

27、nts in college have problems in learning English. With this problem, the author designs and conducts two experiments during the semester 2012-2013. In the first experiment, 80 non-English major first-year students are chosen. They are allowed to have multiple-choice tests in lexical chunks and readi

28、ng comprehension. After the test, It can be seen that if there is any correlation with the lexical chunks and reading comprehension. Then the author moves to the second experiment. She chose two classes as comparison groups to study the relation between the input of lexical chunks and the competence

29、 of reading comprehension. The experimental group had lexical chunks teaching in class, while the control group was taught in the traditional way of vocabulary teaching. During one semester comparison, the author verifies the hypothesis that the input of lexical chunks does have positive influence o

30、n reading comprehension. Though this research, in one hand, the author finds some -ways in teaching 四川师范大学硕士学位论文 vocabulary, and can put the awareness of lexica chunks into teaching. In the other hand, the college students who are in a low level of learning English can be improved in some ways in le

31、arning vocabulary and reading comprehension. When they have better ways of input, the output can be better too. Therefore, when they gradually touch all aspects of English, they may have more confidence in English learning. s 四川师范大学硕士学位论文 Chapter One Literature Review 4A lexical approach in language

32、 teaching refers to one derived from the belief that the building blocks of language learning and communication are not grammar, ftmctions, notions, or some other unit of planning and teaching but lexis, that is, words and word combinations. Lexical approaches in language teaching reflect a belief i

33、n the centrality of the lexicon to language structure, second language learning, and language use， and in particular to multiword lexical units or “ chunks” that are learned and used as single items/（ Rechards & Theodore 2008:132 ) 1.1 Definitions of Lexical Chunks Even though many efforts have been

34、 devoted to clarify the concept of the lexical chunk, there is no widely accepted definition. Researchers use various terms such as patterned chunks, prefabricated patterns, lexicalized stems, routinized expressions, speech formulae， lexical bundle， ready made complex units and so on(e.g. LI:Clark ，

35、 1974, 1977;Hickey, 1993; Peters, 1983; Pine&Lieven, 1993; Snow, 1981; L2: Huang & Hatch, 1978; Pawley & Syder, 1983; Raupach,1984; Towell, 1987; Weinert, 1995; Wong-Fillmore, 1976). Weinert (1995: 182) declared that it is difficult to define lexical chunks although researchers have basically the sa

36、me concept in mind. The various terms for this language phenomenon indicate both the significance and complexity of this linguistic area. The first one who raised the concept of “ chunk” is Miler (1956)， and then Becker (1975) and Bolinger (1976) posed the concept as prefabricated language. In Becke

37、rs theory (1975), prefabricated chunk is featured both in traditional grammar and vocabulary. It appears as a fixed or non-fixed prefabricated language structure. He presented that the learner should pay much attention on some special phurases as for “ as well as”，“ so much for” and “ have spare tim

38、e with” and so on. When we use the 4 Literature Review language to express our idea, we can grasp them from memorized chunk,t, work on them littlej and present them in a fluent language according to the grammar. In 1983, Pawley & Syder defined the lexicalized stem. It is a unit of clause length or l

39、onger lexical content that is entirely or largely fixe grammatical form. (1983: 191). For example, we can get the iexicalized stem: “ n. + be 十 you stay” from the sentence: I am sorry to let you stay. /1 am so sorry to let you stay. Then Lewis (1993:95) used the term chunk, As he wrote, it is based

40、on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as imanalyzed wholes, or ccdnmks，” and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar (Lewis, 1993:95). Instr

41、uction focuses on relatively fixed expressions that occur frequently in spoken language， such as, “ I， m sorry， “ I didn t mean to make you jump， or “ That will never happen to me/ rather than on the originally created sentences (Lewis, 1997:212). Nattinger & DeCarrico(l992:1) refer to this phenomen

42、on as lexical phrases. In their words: they are multi-word lexical phenomena that exist somewhere between the traditional poles of lexicon, and syntax, conventionalized form/function composites that occur more frequently and have more determined meaning than language that is put together each time.

43、These phrases include short, relatively fixe phrases such asa ago, or longer phrases or clauses such as the erX, the er Y each with a fixed, basic frame, with slots for various fillers. Each is associated with a particular discourse function, such as expressing time, a month ago, or relationships am

44、ong ideas, the higher x, the higher F.,?( 1992:1) Moon (1997/2002:43) claims that a vocabulary item that consists of a sequence of two or more words (a word being simply an orthographic unit) (1997/2002:43). He emphasizes that lexical chunks are the result of lexical processes of fossilization and w

45、ord-formation, rather than the results of the operation of grammatical rules. Wrayss definition of lexical chunks is (Wray 2000:465): ctA sequence, continuous or discontinuous, of words or other meaning elements, which is, 四川师范大学硕士学位论文 rather than being subject to generation or analysis by the language grammar, (Wray 2000:465). His definition enhanced the concept p