打印1关于词块教学法对高中英语阅读教学有效性的实证研究.docx

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1、ACKNOWLEDGEMENTS I would like to express my sincere gratitude to all the teachers in the School of Foreign Languages of Yunnan Normal University, who had taught and helped me during the past three and a half years. First of all, I am extremely grateful to Professor Qin Hui, my supervisor, for her gr

2、eat patience, kind encouragement and constructive suggestions throughout my thesis writing. This thesis would hardly have been completed without her great help. From her, I have learned not only much knowledge but also serious attitude towards academic research. I would like to thank all the student

3、s who participated in the study for their involvement, support, cooperation and encouragement in this study. Finally, my deep appreciation extends to my parents and my husband for their love, support and understanding during the whole process of my writing. ill Abstract With the New National English

4、 Curriculum Standards for senior high school English teaching issued, the reading competence of senior school students is increasingly valued. Many teachers are trying various teaching approaches to improve students reading proficiency while students are also required to do a large number of reading

5、 comprehension items to improve their reading competence. However, these efforts are far from enough. It is likely that some students still have poor performance in reading comprehension. This thesis attempts to explore a more effective way of reading teaching by applying lexical chunks approach to

6、EFL reading comprehension. Lexical chunks approach, under the belief that language consists of a series of combined stable chunks, is a language teaching theory put forward by Lewis in 1993. The stability of lexical chunks and their predictability in a semantic text decreased the difficulty of langu

7、age acquisition. Being aware of lexical chunks allows learners to shift their learning from individual words to chunks, which helps them to get a clear structure of a sentence and even a text and finally improve their reading proficiency. Different from the traditional grammar-based teaching method,

8、 the lexical chunks approach is gradually showing its unique advantages in language teaching especially in speaking, listening, reading and writing. In recent years, the application of lexical chunks approach to EFL learning and teaching has received great attention of many linguists and language ed

9、ucators as an alternative to grammar-based approaches. More and more researches on lexical chunks have arisen in the last decade, which also shows its significant role in EFL teaching and learning. This thesis intends to explore the effect of applying lexical chunks approach to EFL reading. Altogeth

10、er 107 subjects from two art classes of Senior-Grade-Two of Shilin No.l Middle School were involved in the study. Among them, 56 students in the experimental class received training of lexical chunks approach, while the other 51 students in the control class followed the traditional teaching way. Th

11、e experiment lasted for fifteen weeks. Both qualitative and quantitative research approaches were employed in the study. All the quantitative data collected from the tests and the questionnaires were input into SPSS 11.5 for statistical analysis, while the qualitative data from the interview were re

12、corded for further l analysis. The results show that the students in the EC performed better than the students in the CC in reading proficiency. Based on the findings, it can be concluded that learners with the knowledge of lexical chunks can perform better in English reading, which, as a result, wo

13、uld contribute to an improvement in their English learning proficiency. To sum up, the application of lexical chunks approach to reading is very effective in senior high schools. However, the research is not perfect. The limitations of this study and suggestions for further research are proposed at

14、the end of the thesis. For example, the research focuses much attention on studying the effectiveness of lexical chunks approach on learners reading competence. However, it fails to find out on which aspect of reading competence the approach affects most and to what extent the approach is effective

15、in improving students reading proficiency. Therefore, observations are still necessary to figure out answers to these questions. Besides, the research may also provide some implications for further study on application of lexical chunks to other aspects of English teaching. Key Words： lexical chunks

16、; English reading competence; effectiveness 2 中文摘要 随着高中英语新课程标准的颁布，学生的英语阅读能力受到更多的关注和重视。 教师们也尝试用多种教学法努力提高学生的阅读水平。相当一部分高中英语教师往往通 过加大学生阅读量的方式来提高学生的阅读水平。然而，仅仅依靠增加阅读量还远远不 够。本文尝试词块教学，探索高效提升阅读能力的教学模式。 Lewis 于 1993 年提出了全新的语言教学理论 词块教学法。他认为，语言由一系 列相对稳定的词块构成，词块的稳定性及对语义的预测功能可极大地降低学生语言习得 困难。学生从传统的对单个单词的学习转变为对词汇组块

17、的学习，将有助于他们更好地 理解句子和篇章结构，从而使阅读能力得到进一步提高。不同于传统侧重语法的教学方 法，词块教学法以其在口语、听力和写作教学中体现出来的独特优势，逐渐吸引了很多 语言学家和教育学家的兴趣。近年来，关于词块教学的研究层出不穷，这也充分体现了 其在二语习得和外语教学中的重要性。 本文借鉴国内外关于词块教学的研究成果，运用实证研究方法，验证词块教学法对 英语阅读教学的影响。选取石林一中两个文科普通班的 107 名学生作为研究对象，将其 中 56名学 生设为实验组，采用词块教学法；另外 51名同学设为控制组，采用传统教学 法。在实验过程中，通过测试、问卷调查及访谈等研究方法，对实

18、验对象进行了为期 15 周的实验。最后，作者使用 SPSS11. 5统计软件对收集到的实验数据进行了定量与定 性相结合的分析，研究结果表明，与控制组相比，实验组学生的阅读能力得到了明显提 升，这也充分说明了将词块教学法应用于高中英语阅读教学是有效、可行的。 然而，由于作者能力有限，本次研究仍存在一定的局限性。研究着重探讨词块教学 法是否有利于学生英语阅读能力的整体提高，却忽视了它对精读 、泛读等具体阅读实践 的影响力研究，为此，作者提出了今后开展此类研究的针对性意见建议，仅为今后的研 究者在探讨词块教学上提供一点启示和参考。 关键词 ：词块；英语阅读能力；有效性 3 TABLE OF CONT

19、ENTS Chapter One Introduction 1 1.1 Introduction . 1 1.2 Background of the Study . 1 1.2.1 The importance of reading in English acquisition . 1 1.2.2The present situation of English teaching in Chinese senior high school. 1 1.3 Significance of the Study . 2 1.4 Purpose of the Study . 3 1.5 Research

20、Questions . 3 1.6 Organization of the Thesis . 4 1.7 Summary . 4 Chapter Two Literature Review 5 2.1 Introduction . 5 2.2 Lexical chunks . 5 2.2.1 Definitions of lexical chunks . 5 2.2.2 Classifications of lexical chunks . 8 2.2.3 Functions of lexical chunks . 11 2.3 Reading . 12 2.3.1 The nature of

21、 reading . 12 2.3.2 Definition of reading comprehension . 13 2.4 Major Studies Abroad . 14 2.4.1 Michael Lewis lexical approach . 14 2.4.2 Nattinger &: DeCarrico s teaching approach . 15 2.5 Major Studies on Lexical Chunks in China . 15 2.6 Teaching Reading with Lexical Chunks . 16 2.7 Comments . 17

22、 2.8 Summary . 17 Chapter Three Research Methodology 18 3.1 Introduction . 18 3.2 Research Approach . 18 3.3 Subjects . 19 3.4 Instruments . 19 3.4.1 Tests . 19 3.4.2 Questionnaires . 20 3.4.3 Interview . 20 3.5 Procedure . 21 3.5.1 Stages . 21 3.5.2 Data collection . 22 3.5.3 Data analysis . 23 3.6

23、 Summary . 24 4 Chapter Four Results and Discussion 25 4.1 Introduction . 25 4.2 Results of the Tests . 25 4.2.1 Results of the pre-test . 25 4.2.2 Results of the post-test . 27 4.2.3 Comparison of the pre-test and the post-test scores in the EC and CC29 4.3 Results of the Questionnaires . 30 4.3.1

24、Results of Questionnaire 1 . 30 4.3.2 Results of Questionnaire II . 36 4.4 Results of the Interview . 42 4.5 Discussion . 43 4.5.1 Summary of the results . 44 4.5.2 Answers to the research questions . 45 4.5.2.1 Why do the learners have difficulty in English reading comprehension45 4.5.2.2 Can the a

25、pplication of lexical chunks approach improve the students9 reading proficiency . 47 4.6 Summary . 50 Chapter Five Conclusion 51 5.1 Introduction . 51 5.2 Major Findings of the Study . 51 5.3 Implications of the Study . 53 5.4 Limitations of the Study . 55 5.5 Recommendations for Further Research .

26、55 5.6 Summary . 56 References . 57 Appendix I Results of the Pre-test and the Post-test . 61 Appendix II Test-paper . 63 Appendix III Questionnaires . 75 Appendix IV Interview . 80 Appendix V A Sample Teaching Plan Used in the Training of Phase Two . 81 5 LIST OF TABLES Table 3-1 The Teaching Proce

27、dures of the Two Phases Table 4-1 Case Processing Summary Table 4-2 Group Statistics Table 4-3 Independent Samples Test of Pre-test Table 4-4 The Pre-test Scores among Achievers Table 4-5 Group Statistics Group Statistics Table 4-6 Independent Samples Test of Post-test Table 4-7 The Post-test Scores

28、 among Achievers Table 4-8 Comparison of the Pre-test and the Post-test Scores in Both the Experimental Class and the Control Class Table 4_9 The Subjects Attitudes towards Reading Table 4-10 The Subjects Difficulties towards Reading Table 4-11 The Subjects Reading habits towards Reading Table 4-12

29、The Subjects9 Views towards Present Reading Teaching Table 4-13 The Subjects Attitudes towards Reading Table 4-14 The Subjects Attitudes to the Lexical Chunks Approach Table 4_ 15 The Subjects Reading Habits and Strategies Table 4_ 16 The Subjects Difficulties and Suggestions for Improvement ABBREVI

30、ATION EFL: English as a Foreign Language NMET: the National Matriculation English Test EC: The Experimental Class CC: The Control Class SPSS: Statistical Package for Social Sciences Statistical Analysis Software P: A Significant Level N: the Number of Students Std. Deviation: Standard Deviation Sig.

31、: Significance 6 1.1 Introduction Chapter One Introduction This chapter gives a brief introduction to the thesis. It begins with a description of the background and significance of the research. Then the purpose of the research is introduced and the research questions are proposed after that. Finall

32、y, the arrangement of the thesis is listed at the end of the chapter. 1.2 Background of the Study 1.2.1 The importance of reading in English acquisition. Among the four language learning skills, reading is always considered the most important by most linguists and English teachers. According to Brig

33、ht and McGregor (1970: 52)，“ Where there is little reading there will be little language learning.” It is of essential importance for EFL learners to read well in a target language. Reading comprehension is crucial for learners to obtain information and to develop students reading skills. Living in

34、such a competitive society, people need to develop their ability to read efficiently. The ability to read in English offers readers a alternative means to communicate and allows for an important source of input. Through reading, one can not only expand his knowledge but also enhance other competence

35、 such as listening, speaking and writing. In a word, reading and English learning are interdependent and reading is a necessity in English language acquisition. 1.2.2 The present situation of English reading teaching in Chinese senior high school Considering the large proportion that reading occupie

36、s in NMET in China, senior high school teachers have been putting great emphasis on reading teaching. However, many senior high school students, especially the low achievers in the tests, complain that there is not enough time for them to complete the reading comprehension question items. Some learn

37、ers even complain that though all the words were familiar; they still could not locate the right answers. All of the problems show an inadequate reading competence among senior high school students. As far as the problems are concerned, it is high time for us Chinese 2 English teachers to take some

38、responsibilities. As a matter of fact, a large number of teachers tend to perform a test-oriented teaching method, for example making students do masses of reading exercises, instead of developing their reading interests and good reading habits. The most commonly adopted reading teaching procedures

39、usually consist of the following steps: Firstly, teachers explain new words; then students read the passage and complete the reading exercises; next, teachers explain the language points sentence by sentence, which often occupies much of the teaching time. In the teaching process, grammar rules and sentence explanation are highlighted and the holistic comprehension of the text is often neglected. Under the test-oriented teaching, students also tend to hold a passive attitude to reading. Reading teaching actually turns out to be a pro