词块教学法论文：词块教学法在大学英语限时写作中的应用研究_词块教学法英语阅读

词块教学法论文：词块教学法在大学英语限时写作中的应用研究由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“词块教学法英语阅读”。

词块教学法论文：词块教学法在大学英语限时写作中的应用研究

【中文摘要】最近二十多年来,当代语言学越来越关注词汇研究,词块教学法在外语教学中的运用也越来越广泛。其中,词块教学法(Lexical Approach)以Michael Lewis提出的“构成语言的是语法化的词汇而不是词汇化的语法”为理论原则,提倡以语块(lexical chunks)为核心进行教学。在词汇教学法中,词块的理解能力和产出能力是语言习得的一个重要方面。本研究将从词块教学法着手,通过实证研究,探讨词块教学法与大学英语限时性写作作文质量的关系。试图通过这一研究来更深刻,更全面地了解和补充以前的研究理论,从而促进外语教学的发展。词块是以整体形式储存在大脑中,并可作为预制词块供人们提取使用的多词单位。Becker认为,语言的记忆和存储,输出和使用不是以单个词为单位的,而那些固定和半固定模式化的板块结构才是人类交际的最小单位。词块具有较为固定的语法结构限制,稳定的搭配意义和特定的语言环境,融合了语法,语义和语境的优势,有助于语言输出的流利性和语言的创造性。本研究选取的样本是重庆师范大学2009级学前教育1班,2班的学生为实验对象,他们随机被定为实验组和控制组。在教学的过程当中,两组实验对象采用...【英文摘要】In recent 20 years, contemporary linguistics has paid more and more attention to vocabulary research and the

application of lexical approach is becoming increasingly extensive.Lexical Approach is theoretically based on Michael Lewis’principle”language consists of grammaticalized lexis not lexicalized grammar”, promoting the lexical chunks are recognized as the core in language teaching.In lexical Approach, comprehension and output of chunks are two aspects of great importance in language acquisition.T...【关键词】词块教学法 词块 大学英语写作 限时写作 【英文关键词】lexical approach lexical chunks college English writing fixed-time writing 【目录】词块教学法在大学英语限时写作中的应用研究5-6Abstract6-710-13

Chapter One 1.1 Research

1.2 Purpose of the Study1111-13

1.3 中文摘要IntroductionBackground10-11Outline of the ResearchReview13-31Chunks13-18Chunks13-15Chunks15-17Chunks17-18Creation18-20and Learning20-25

Chapter Two Literature

2.1 The Study of Lexical 2.1.1 The Definition of Lexical 2.1.2 The Claification of Lexical 2.1.3 The Function of Lexical

2.2 Lexical Chunks and L2 Acquisition and 2.3 Lexical Chunks and Language Teaching

2.3.1 The Lexical

Approach20-22Approach22-23Approach23-25

2.3.2 Key Principles of Lexical 2.3.3 Lexical Chunks in Lexical

2.4 Cognitive and Psychological Basis of

25-27

2.5 Research on the Use Lexical Chunks in Writingof Lexical ChunksAbroad27-29

27-31

2.5.1 Research

29-31

Chapter

2.5.2 Research in China

31-37Three Empirical StudyQuestionsInstruments3132-33

3.1 Research

3.3

3.2 Subjects31-32

3.4 Testing Procedures33-37Discuion37-52Scores37-42Groups38-40Groups40-42

Chapter Four Results and 4.1 Statistic Results of 4.1.1 The Comparison between 4.1.2 The Comparison within

4.1.3 Comparison between the second test and

4.2 Results of the Used Lexical the third test in EGChunks42-47Test43-45Test45-47

4.2.1 Lexical Chunks used before 4.2.2 Lexical Chunks used after

4.2.3 Analysis of the Relationship between

4.3 Lexical Chunks and Composition ScoreDiscuions47-52

4.3.1 Discuion on the First 4.3.2 Discuion on the Second 4.3.3 Discuion on the Third Question47-48Question48-49

Question49Results49-52Suggestions

4.3.4 Analysis of the

Chapter Five Conclusions and

5.1 Major Findings54-55

52-54

5.2 52-56Pedagogical Suggestions5.3 Limitations and Suggestions for the Future Learning55-56A59-61C63-65D65-66

References56-59

Appendix Appendix B61-63Appendix Abbreviations

66-67

Appendix

Acknowledgements67