摘要
本研究探讨将词汇组块法应用于高中英语阅读教学的有效性并证明它能提高学生英语阅读的准确度和阅读速度。词汇组块能减轻记忆负担,加快语言处理的速度,对语言习得和语言输出都有促进作用。特别是词汇组块突破了传统意义上的词汇及搭配的范围,已经扩大到语句甚至语篇的范畴,有利于语篇理解能力的培养(Lewis, 1993)。词汇组块理论为高中英语阅读教学提供了一个新的思路,它能改革传统的以语法分析为基础的逐字逐句翻译法所带来的一些弊端.本研究的创新之处,是在研究阅读准确度的基础上又增加了阅读速度的研究,这也符合现在高考对阅读提出的快速、高效的要求。
为了验证研究的可行性,从2009年二月中旬到2009年六月中旬,作者在自己任教的淄博市博山区实验中学的两个平行班级进行了为期四个月共计十六周的教学实验。实验对象是112名高二学生,作者随机选取了高二.五班为实验班,高二.六班为控制班.实验过程中唯一的实验变量就是在实验组里作者会系统地分阶段指导学生如何使用词汇组块来提高自己的英语阅读能力,特别是如何通过词汇组块在阅读中把握文章的宏观结构以及句与句,段与段之间的语义联系。而控制组还是沿用传统的以语法分析为基础的逐字逐句翻译法。在实验的三个阶段,实验前,实验中和实验后都进行了测试,测试题目分别选自山东省2007年, 2008年和2009年高考题。题型包括:四篇单项选择题型的文章和2007年起新增题型阅读表达题一篇,题目的质量和数量可信度高。每次测试都要求学生如实纪录自己完成测试题目的时间并标在试卷上,以便统计和分析阅读速度。三次测试的结果,利用数据统计软件SPSS分析研究后作者发现实验组学生的阅读成绩和阅读速度提高的幅度远超控制组。实验证明,将词汇组块法应用于高中英语阅读教学是行之有效的,它能够帮助学生提高英语对文章内容理解的准确度和阅读速度。
本论文共分为引言、文献综述、理论基础、实验设计、实验数据分析和讨论及结论六部分。引言部分主要分析了目前高中英语阅读教学存在的一些弊端和词块教学法在高中英语阅读教学中应用的研究意义,同时介绍了本研究的创新之处即在研究阅读准确度的基础上又增加了阅读速度的研究以及论文的结构。文献综述部分简要回顾了国外,特别是Michael Lewis, Nattinger和DeCarrico对词块的研究,以及国内近十年来对词块的相关研究。理论基础部分涉及了词汇组块的定义、分类、功能,特别是在语句和语篇中的功能及词汇组块在二语习得中的作用。实验部分包括了实验对象的介绍、实验的设计、步骤及实验过程中各阶段各步骤的示范性课堂教学案例。从2009年二月中旬到2009年六月中旬,作者在自己任教的淄博市博山区实验中学的两个平行班级进行了为期四个月共计十六周的教学实验。实验对象是112名高二学生,作者随机选取了高二.五班为实验班,高二.六班为控制班。实验过程中唯一的变量是实验班使用词汇组块理论来进行阅读教学,而控制班沿用传统的以语法分析为基础的翻译法。实验的三个阶段,实验前,实验中和实验后都进行了测试。数据分析和讨论部分对证实本次研究提出的设想提供了数据支持。作者利用数据统计软件SPSS对三次测试的数据分析研究后发现实验班学生的阅读成绩和阅读速度提高的幅度远超控制班。实验证明,将词汇组块法应用于高中英语阅读教学是行之有效的,它能够帮助学生提高英语阅读中对文章内容理解的准确度和阅读速度。结论部分主要总结了词汇组块对高中英语教学的启示,如用于语篇分析;同时也指出了本次实验的一些不足之处及今后需要改进的地方。
本次研究证实了作者的假设,达到了实验的预期目的,但是本研究在方法上和实验过程还存在着一些不足,如研究的时间不长,只有四个月时间;研究的对象数量和范围较小,仅限于作者所任教学校的两个班级。这些问题可能会降低实验的说服力。所以,此项研究还有待进一步完善和提高,如延长实验时间,扩大实验对象的数量和实验范围。
This study investigates the effectiveness of the application of lexical chunks to the English reading teaching in senior high school and proves that it can improve students’English reading accuracy and reading speed. Lexical chunks can reduce the burden of language processing, speed up the language acquisition, and facilitate language output. In particular, lexical chunks break through the traditional sense of the word and collocation, whose scope has been expanded to sentence or even discourse, which are conducive to discourse comprehension abilities (Lewis, 1993). Lexical chunks theory provides a new idea for English reading teaching in senior high school. It can reform the disadvantages that the traditional grammar-based verbatim approach brings about. The innovation of this study is that on the basis of the study of reading accuracy the author adds the research of the reading speed, which is also in line with fast, efficient reading requirements of current college entrance examination.
In order to verify the feasibility of the study, from mid-February to mid-June in 2009, the author conducted a teaching experiment in Zibo Boshan District Experimental Senior High School which the author taught in, lasting for a period of four months, a total of 16 weeks. 112 students in the two parallel classes of senior two served as study subjects in this experiment. Randomly Class 5 was designated as experimental class (EC) while Class 6 controlled class (CC). During the experiment the experimental variable was that in the experimental group where author systematically guided students how to apply lexical chunks to improving their English reading ability, especially how to make use of lexical chunks to grasp the macro-structure of the passage and the semantic links between sentences and sentences or between paragraphs and paragraphs, while the controlled group followed the traditional grammar-based verbatim method. In the three stages of the experiment, all the students in the EC and in the CC were required to take part in the pre-test, mid-test and the post-test. The test materials were separately selected from the Shandong Province 2007, 2008 and 2009 college entrance examination papers. Question types include four articles in the form of individual choice and one article in a new form of reading expression. The quality and quantity of the test subjects were of high credibility. Each test required students to accurately record their completion time and mark it on the paper for statistic analysis of reading speed. After the statistical analysis by SPSS software, it was revealed that students’reading achievement and reading speed in the experimental group ranged far beyond the controlled group. The data proved that the application of lexical chunks to the English reading teaching in senior high school is effective, which can help students improve their English reading accuracy and reading speed.
The thesis consists of six parts: Introduction, Chapter One Literature Review, Chapter Two Theoretical Basis of the Research, Chapter Three Experiment, Chapter Four Analysis and Discussion, and Chapter Five Conclusion. Introduction section describes the disadvantages existing in current senior English reading teaching, discourses upon the research significance of application of lexical chunks to English reading teaching in senior high school and the innovation of this study, namely, on the basis of the study of reading accuracy the author adds the research of the reading speed and also outlines the structure of the thesis. Literature Review provides a brief review of lexical chunks researches in foreign countries, in particular, the researches of Michael Lewis, Nattinger and DeCarrico, and domestic researches on the lexical chunks over the last decade as well as the current reading models in Chinese senior high school. Theoretical Basis of the Research section involves definition, classification, functions of lexical chunks and the roles of lexical chunks in the first and second language acquisition. Experiment section includes the introduction of the experimental hypotheses, experimental subjects, experimental design, experimental procedure and the exemplary cases of teaching plans designed for EC and CC. The experiment lasted for about four months, from mid-February to mid-June, 2009, during which 112 students of senior two in Zibo Boshan District Experimental High School served as experimental subjects. Randomly Class 5 was designated as experimental class (EC) and Class 6 controlled class (CC). The independent variable in the experiment was that the author applied the lexical approach to the English reading in EC while continuing the traditional grammar-based translation approach in CC. All the students in the EC and in the CC were required to take part in the pre-test, mid-test and the post-test. Analysis and Discussion section provides data support to confirm the hypotheses put forward before the study. After statistical analysis by SPSS software, it was found that students’reading achievement and reading speed in the experimental class ranged far beyond the controlled class. The data proved that the application of lexical chunks to the English reading teaching in senior high school is effective, which can help students improve their English reading accuracy and reading speed. Conclusion section summarizes the main pedagogical implications of lexical chunks for senior high school English teaching, such as for discourse analysis; also points out some deficiencies and future improvements of this experiment.
This study confirms the author's assumptions and achieves intended purpose of the experiment, however, there are still some shortcomings in experimental methods and experimental process, such as experiment time is not long, only lasting for four months; the subjects and scope of the study were limited to two classes which author taught in. These problems may reduce the experiment convincing, so this study should be further improved and enhanced, such as extending the experimental time and expanding the number of experimental subjects and scope.
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