论词块教学法在小学英语词汇教学中的运用
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摘要
词汇是语言学习中一个极其重要的组成部分,也是各项语言能力的基础,它在语言学习中起着举足轻重的作用。因此,从事第二语言学习的专家学者、外语教师和教育者们从不同角度对外语词汇学习作了深入的研究,对词汇学习做出了很大的贡献。词块法是近十年来受到国内许多专家、学者们关注的新教学方法。词块法对词汇习得的实效性已在全国一些高校、中学得到实证,并得到了许多专家和学者的充分肯定。但它在小学的起始阶段是否可行?目前很少有人用实证的方法加以研究。本论文的目的就是想通过实证的方法,探究词块法用于小学英语教学的可行性与有效性。
为了验证词块法的可行性与有效性,本论文采用文献综述和实证的方法进行研究。论文首先分析了目前农村小学英语词汇学习存在的问题和成因,并通过评述“词块法”的教学理念和优势,从理论上分析了“词块法”的可行性,然后介绍了作者在龙岩市松涛小学三年级(2)班开展为期10周的英语词汇“词块法”教学实验,并取得了相关数据。实验班在前后两次测试中平均分的显著差异表明:词块法对词汇学习有明显效果,而且不同层次的学生取得的进步程度不同。语义场、神经语言学和心理语言学等理论支持了本教学实验,这些理论依据都证实了词块法在词汇学习中的可行性和有效性。词块法具有推广的价值。同时,本文也指出了本研究的局限性,提出进一步研究本课题的建议。
Vocabulary is an important component of language as well as the base of linguistic abilities,Vocabulary study is of critical importance in language learning, therefore scholars,teachers and educators involved in second language learning have pursued researches into vocabulary acquisition from different aspects,and made great contribution to vocabulary learning and teaching.Chunking approach(lexical approach),as a new teaching and learning approach,has drawn many experts and scholars' attention in the past ten years.Its validity in vocabulary acquisition has been testified by some empirical studies in different universities and middles,and fully confirmed by some experts and scholars in English teaching field.However,it is uncertain whether chunking approach is feasible to be applied to English vocabulary teaching in primary schools.Actually,few people have concerned and testified it so far.So the aim of this thesis is to demonstrate that chunking approach can be applied to English teaching in primary schools.
In order to test the feasibility and effectiveness of chunking approach,this thesis adopts the literature survey and experimental method.It analyzes the current vocabulary acquisition problems existed in rural primary schools in China.And then by commenting the idea and advantage of chunking approach,it expounds the feasibility of applying it to English vocabulary teaching in primary schools.After that the thesis introduces an experiment conducted in Class Two Grade Three in Longyan Songtao Primary School for 10 weeks,and some correlated data were collected.The significant differences of the means between the pre-test and post-test indicate that the effectiveness of chunking approach is significant and progress percentages of different levels are different.Such theoretical bases as semantic field, neurolinguistics,and psycholinguistics also support the result of the experiment.At last,it is concluded that chunking approach is practicable and its application is meaningful to English teaching in primary schools.Meanwhile,the thesis also puts forward some problems to be solved in the future.
为了验证词块法的可行性与有效性,本论文采用文献综述和实证的方法进行研究。论文首先分析了目前农村小学英语词汇学习存在的问题和成因,并通过评述“词块法”的教学理念和优势,从理论上分析了“词块法”的可行性,然后介绍了作者在龙岩市松涛小学三年级(2)班开展为期10周的英语词汇“词块法”教学实验,并取得了相关数据。实验班在前后两次测试中平均分的显著差异表明:词块法对词汇学习有明显效果,而且不同层次的学生取得的进步程度不同。语义场、神经语言学和心理语言学等理论支持了本教学实验,这些理论依据都证实了词块法在词汇学习中的可行性和有效性。词块法具有推广的价值。同时,本文也指出了本研究的局限性,提出进一步研究本课题的建议。
Vocabulary is an important component of language as well as the base of linguistic abilities,Vocabulary study is of critical importance in language learning, therefore scholars,teachers and educators involved in second language learning have pursued researches into vocabulary acquisition from different aspects,and made great contribution to vocabulary learning and teaching.Chunking approach(lexical approach),as a new teaching and learning approach,has drawn many experts and scholars' attention in the past ten years.Its validity in vocabulary acquisition has been testified by some empirical studies in different universities and middles,and fully confirmed by some experts and scholars in English teaching field.However,it is uncertain whether chunking approach is feasible to be applied to English vocabulary teaching in primary schools.Actually,few people have concerned and testified it so far.So the aim of this thesis is to demonstrate that chunking approach can be applied to English teaching in primary schools.
In order to test the feasibility and effectiveness of chunking approach,this thesis adopts the literature survey and experimental method.It analyzes the current vocabulary acquisition problems existed in rural primary schools in China.And then by commenting the idea and advantage of chunking approach,it expounds the feasibility of applying it to English vocabulary teaching in primary schools.After that the thesis introduces an experiment conducted in Class Two Grade Three in Longyan Songtao Primary School for 10 weeks,and some correlated data were collected.The significant differences of the means between the pre-test and post-test indicate that the effectiveness of chunking approach is significant and progress percentages of different levels are different.Such theoretical bases as semantic field, neurolinguistics,and psycholinguistics also support the result of the experiment.At last,it is concluded that chunking approach is practicable and its application is meaningful to English teaching in primary schools.Meanwhile,the thesis also puts forward some problems to be solved in the future.
引文
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Cowie,A.P.1988.Stable and creative aspects of vocabulary use.In R.Carter and M.McCarthy.(eds).Vocabulary and Language Teaching.Harlow:Longman.126-137.
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Ellis,R.2004.Understanding Second Language Acquisition.Shanghai:Shanghai Foreign Language Education Press.
Harmer,J.1990.The Practice of English Language Teaching.London:Longman.
Hendon,Kenneth T.& Eller,Ben F.2005.EDUCATIONAL PSYCHOLOGY FOR EFFECTIVE TEACHING.Beijing:Foreign Language Teaching and Research Press.
He Shaoxian.2005.Vocabulary Learning through Lexical Approach.Unpublished MA.Dissertation,Fujian Normal University.
Hulstijin,J.H.2005.Mnemonic method in foreign language vocabulary learning.In Coady,J & Huckin,T(eds),Second language vocabulary acquisition.Cambridge:Cambridge University Press.203-224.
Jack C.Richards,Richard Schmidt,Heidi Kendrick & Youngkyu Kim,Translated by Guan Yanhong,Tang Yuzhu [管燕红、唐玉柱].2005.Longman Dictionary of Language Teaching and Applied Linguistics.Third Edition.Beijing:Foreign Language Teaching and Research Press.
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Lewis,M.2000.Language in the lexical approach.In Lewis.M.Teaching Collocation:Further Developments in the Lexical Approach.Hove:Language Teaching Publications.126-154.
Lehrer,A.1974.Semantic Fields and Lexical Structure.Amsterdam:North-Holland Publishing Co.
Lihua[李华].2006.Teaching of Chunks an Effective Way of learning Vocabulary.College English Teaching and Research.1:59-63.
Li Yu.2006.A SURVEY OF LANGUAGE LEARNING STRATEGIES USED BY ELEMENTARY SCHOOL STUDENTS.Chinese English Teaching and Learning.29,2:71-77.
Liu Jinkai.2001.Word Attack Strategies in the L2 Reading Process.Tianjin:Tianjin University Press.
Ma Haiyan.2006.Lexical Chunks and Their Implications in Chinese Learners' Second Language Acquisition. China Ocean University.
McCarthy,M,1990.Vocabulary.Oxford:Oxford University Press.
Meara,P.1980.Vocabulary Acquisition:a neglected aspect of language learning.In Language Teaching and Linguistics Abstracts.13:221-246.
Moon,Rosamund.1998.Fixed Expressions and Idioms in English:A Corpus-based Approach.Oxford:Clarendon Press.
Nation,I.S.P,2004.Teaching and Learning Vocabulary.Beijing:Foreign Language Teaching and Research Press.
Nation,Paul & Newton,Jonathan.Teaching Vocabulary.In Coady,J & Huckin,T(eds),2001.Second language vocabulary acquisition.Cambridge:Cambridge University Press.238-254.
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Solso,Robert L.;Maclin,M.Kimberly & Maclin.Otto H.2005.Cognitive Psychology.Beijing:Peking University Press.
Stein,M.J.1993.The healthy inadequacy of contextual definition.In Huckin,Haynes and Coady.
Thornbury,Scott.2003.How to Teach Vocabulary,Beijing:World Affairs Press.
Wang Qiang[王蔷].2004a,A·Course in Primary English Language Teaching.Beijing:Higher Educaton Press。
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Wang Weijia[王维佳].2004.An Introduction to TESOL Methodolgy.Nanjing:Yilin publication.
Wray,A.1999.Fornulaic language in learners and native speakers.Language Teaching.32:213-231.
Wray,A.2000.Fornulaic sequences in second language teaching:principle & practice.Applied Linguistics.21:463-489
Wray,A.& Perkin,M.R.2000.The functions of formulaic language:an integrated model.Language &Communication.20:1-28.
Zhang Weiyou[张维友].2004.English Lexical Tutorial.Wuhan:Mid-China Normal University.
Zimmerman,C.B.(1997).Historical trends in second language vocabulary instruction.In Coady,J & Huckin,T (Eds),Second language vocabulary acquisition.Cambridge:Cambridge University Press,5-19.
Zhang Qingzong[张庆宗].2004.English Teaching Method.Hunan:Hunan People Press.
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DingYanren,Qi Yan[丁言仁,戚焱],2005,词块运用与英语口语和写作水平的相关性研究,《解放军外国语学院学报》,28,3:49-53。
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Carroll,David W.2000.Psychology of language.Third edition.Beijing:Foreign Language Teaching and Research Press.
Chen Yi.2005.On Chunking Approach in ELT.Unpublished MA.Dissertation,Fujian Normal University.
Coady,J.2005.Vocabulary Acquisition.In Coady,J & Huckin,T(Eds),Second language vocabulary acquisition.Cambridge:Cambridge University Press,273-290.
Coady,J.& T.Huckin.2001.Second Language Vocabulary Acquisition.Shanghai:Shanghai Foreign Language Education Press.
Cowie,A.P.1988.Stable and creative aspects of vocabulary use.In R.Carter and M.McCarthy.(eds).Vocabulary and Language Teaching.Harlow:Longman.126-137.
Deng Ziqin.1989.Working with Words—A Practical Guide to teaching and Learning the Vocabulary of English.Guangdong:Guangdong Higher Education Press.
Ellis,R.1985.Understanding Second Language Acquisition.Oxford:Oxford University Press.
Ellis,R.2003.Constructions,Chunking and Connectionsm.In Doughty,C & Long.M.The Handbook of Second Language Acquisition.Blackwell Publishing Ltd.
Ellis,R.2004.Understanding Second Language Acquisition.Shanghai:Shanghai Foreign Language Education Press.
Harmer,J.1990.The Practice of English Language Teaching.London:Longman.
Hendon,Kenneth T.& Eller,Ben F.2005.EDUCATIONAL PSYCHOLOGY FOR EFFECTIVE TEACHING.Beijing:Foreign Language Teaching and Research Press.
He Shaoxian.2005.Vocabulary Learning through Lexical Approach.Unpublished MA.Dissertation,Fujian Normal University.
Hulstijin,J.H.2005.Mnemonic method in foreign language vocabulary learning.In Coady,J & Huckin,T(eds),Second language vocabulary acquisition.Cambridge:Cambridge University Press.203-224.
Jack C.Richards,Richard Schmidt,Heidi Kendrick & Youngkyu Kim,Translated by Guan Yanhong,Tang Yuzhu [管燕红、唐玉柱].2005.Longman Dictionary of Language Teaching and Applied Linguistics.Third Edition.Beijing:Foreign Language Teaching and Research Press.
Lewis,M.1993.The Lexical Approach.Hove,England:Language Teaching Publications.
Lewis,M.1997a.Pedagogical implications of the lexical approach.In J.Coady and T.Huckin(Eds.),Second Language Vocabulary Acquisition.Cambridge:Cambridge University Press.255-270.
Lewis,M.1997b.Implementing the Lexical Approach.Hove:Language Teaching Publications.
Lewis,M.2000.Language in the lexical approach.In Lewis.M.Teaching Collocation:Further Developments in the Lexical Approach.Hove:Language Teaching Publications.126-154.
Lehrer,A.1974.Semantic Fields and Lexical Structure.Amsterdam:North-Holland Publishing Co.
Lihua[李华].2006.Teaching of Chunks an Effective Way of learning Vocabulary.College English Teaching and Research.1:59-63.
Li Yu.2006.A SURVEY OF LANGUAGE LEARNING STRATEGIES USED BY ELEMENTARY SCHOOL STUDENTS.Chinese English Teaching and Learning.29,2:71-77.
Liu Jinkai.2001.Word Attack Strategies in the L2 Reading Process.Tianjin:Tianjin University Press.
Ma Haiyan.2006.Lexical Chunks and Their Implications in Chinese Learners' Second Language Acquisition. China Ocean University.
McCarthy,M,1990.Vocabulary.Oxford:Oxford University Press.
Meara,P.1980.Vocabulary Acquisition:a neglected aspect of language learning.In Language Teaching and Linguistics Abstracts.13:221-246.
Moon,Rosamund.1998.Fixed Expressions and Idioms in English:A Corpus-based Approach.Oxford:Clarendon Press.
Nation,I.S.P,2004.Teaching and Learning Vocabulary.Beijing:Foreign Language Teaching and Research Press.
Nation,Paul & Newton,Jonathan.Teaching Vocabulary.In Coady,J & Huckin,T(eds),2001.Second language vocabulary acquisition.Cambridge:Cambridge University Press.238-254.
Nattinger,J.and J.DeCarrico.1992.Lexical Phrases and Language Teaching.Oxford:Oxford University Press.
Nattinger,J.and J.DeCarrico.2000.Lexical Phrases and Language Teaching.Shanghai:Shanghai Foreign Language Educatioh Press.
Newell,A.1990.Unified Theories of Cognition.Cambridge:Harvard University Press.
Oakley,Lisa.2004.Cognitive Development.New York:Routledge Taylor & Francis Group.
Pawley,A.and H.Syder.1983.Two puzzles for linguistic theory:Nativelike selection and nativelike fluency.In J.Richards and R.Schmidt(eds).Language and Communication.London:Longman.191-226.
Singleton,David.2006.Exploring the Second Language Mental Lexicon.Beijing:wpcbj.Com.Cn.
Solso,Robert L.;Maclin,M.Kimberly & Maclin.Otto H.2005.Cognitive Psychology.Beijing:Peking University Press.
Stein,M.J.1993.The healthy inadequacy of contextual definition.In Huckin,Haynes and Coady.
Thornbury,Scott.2003.How to Teach Vocabulary,Beijing:World Affairs Press.
Wang Qiang[王蔷].2004a,A·Course in Primary English Language Teaching.Beijing:Higher Educaton Press。
Wang Qiang[王蔷].2004b.A Course in English Language Teaching.Beijing:Higher Educaton Press.
Wang Weijia[王维佳].2004.An Introduction to TESOL Methodolgy.Nanjing:Yilin publication.
Wray,A.1999.Fornulaic language in learners and native speakers.Language Teaching.32:213-231.
Wray,A.2000.Fornulaic sequences in second language teaching:principle & practice.Applied Linguistics.21:463-489
Wray,A.& Perkin,M.R.2000.The functions of formulaic language:an integrated model.Language &Communication.20:1-28.
Zhang Weiyou[张维友].2004.English Lexical Tutorial.Wuhan:Mid-China Normal University.
Zimmerman,C.B.(1997).Historical trends in second language vocabulary instruction.In Coady,J & Huckin,T (Eds),Second language vocabulary acquisition.Cambridge:Cambridge University Press,5-19.
Zhang Qingzong[张庆宗].2004.English Teaching Method.Hunan:Hunan People Press.
Zhu Yuan and so on[朱原等].2000.Longman Dictionary of Contemporary English.China:The Commercial Press.Addison Wesley Longman China Limited.
Bai Renli[白人立],1999,·国外词汇习得理论中的几个问题,《外语与外语教学》,1:19-22。
ChangFang[常芳],2004,记忆模式与英语词汇学习策略,《内蒙古农业大学学报》(社会科学版),6,1:93-95。
Chen Hua,Zhang Yifang[陈桦、张益芳],2001,中国儿童英语词汇策略研究,《外语学刊》,4:100-106。
Dai Manchun[戴曼纯],2005,论第二语言词汇习得研究,何英玉,蔡金亭编,《应用语言学》,上海:上海外语教育出版社,254-266。
DingYanren,Qi Yan[丁言仁,戚焱],2005,词块运用与英语口语和写作水平的相关性研究,《解放军外国语学院学报》,28,3:49-53。
Ge Wenshan[葛文山],2005,记忆的组块效应与英语词汇教学,《中小学英语教学与研究》,7:44-47。
Guan Lin[管琳],1999,从语境中学习词汇——谈词汇教学,《英语学习》,4:53-55。
He Jianing[何家宁],1998,词汇呈现方式对词汇记忆影响的实验研究,《山东外语教学》,2:60-63。
He Jianing[何家宁],1997,信息处理水平对词汇记忆影响的实验研究,《福建外语》,3:27-32。
Hu Zhuanglin[胡壮麟],1994,大学英语教学中的习得,《外语教学与研究》,40:46。
Huang Zhengyuan[黄远振],2003,《新课程英语教与学》。福建:福建教育出版社。
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