词块图式在高中英语写作教学中运用

词块是英语中的一种特殊的多词(multi-word)词汇现象,一经学习存储,轻易回想和使用,对学生英语产出能力有着积极的影响。笔者提出了词块图式的概念,词块图式是将词块按照话题和连接词的不同类型总结成相应的成组的图式。词块图式不仅具有词块所有的上风,而且记忆成组的词块可以帮助学生记忆和提取词块,运用在英语写作教学中有利于增强写作表达的正确性和流利性,加强语篇组织能力,帮助学生扩展思维及内化语法规则等优点。因此,作者提出假设：把词块图式运用在高中英语写作教学中有助于提高学生的英语写作能力。为了验证这一假设,作者以湖南师范大学附属中学高二年级两个班的学生作为研究对象,以问卷调查了解他们在写作中的问题。调查发现,大部分的学生对英语写作缺乏兴趣；没有良好的写作习惯；在学习中没有词块的意识。基于调查结果,笔者对其进行了为期一个学期的教学实验,把词块图式的教学融入单元的主题教学之中,探讨词块图式对学生英语写作能力的影响。我们针对高中英语写作教学的现状,确定运用词块图式教学时应遵循以下原则：1)充分运用启发式教学；2)重视学生写作全过程；3)重视学生写作过程中对知识结构的重新建构。实验中,实验组夸大|教学论文网|把学过的词块按照不同的话题和不同的连接词的类型总结成相应的词块图式,而控制组在教学中仅夸大|教学论文网|词块学习而不做词块类型即词块图式总结。实验后,作者用SPSS17.0对调查问卷及前后测成绩分析后得出结论：1)实验组和控制组前测和后测成绩均有提高,证实了词块对学生英语写作提高有一定作用。2)控制组前后测成绩差异小于实验组,并且控制组学生使用词块的数量也少于实验组,这一结果表明在教学中运用词块图式更有助于学生在写作中联想起更多的相关词块,从而提高学生的英语写作水平。3)实验组学生对英语写作的兴趣得到更大的提高。4)实验组学生的学习习惯在实验后得到一定程度的改善。由于时间和实验条件的局限,本研究尚存在诸多不足,如样本数量太小,试验是在省级重点中学进行等。但作者以为|教育论文网|本研究能为中国中学英语写作教学带来一定的启示,具有一定的理论和实践意义。【关键词】：英语写作教学词块词块图式运用
【论文提纲】：Abstract4-7摘要7-14ListofFiguresandTables14-16Introduction16-22Chapter1LiteratureReview22-541.1Lexicalchunksandlexicalchunkschema22-341.1.1Lexicalchunks0-341.1.2Lexicalchunkschema34-361.1.3Thedifferencebetweenlexicalchunksandlexicalchunkschema36-371.2Previousresearchesrelatedtothisstudy37-421.2.1StudiesontheapplicationoflexicalchunkstoEnglishteaching38-391.2.2StudiesaboutEnglishwriting39-421.2.3CommentsoncurrentstudiesaboutapplyinglexicalchunkstoEnglishteaching421.3EffectsoflexicalchunkschemaonEnglishwriting42-541.3.1Enhancingthefluencyandaccuracyoflanguageoutput43-461.3.2Strengtheningtheabilityofdiscourseorganization46-481.3.3Broadeningideas48-501.3.4Helpinginternalizelinguisticrules50-54Chapter2TheoreticalBasiorThisStudy54-642.1SchemaTheory54-592.1.1Definitionofschema54-552.1.2Classificationofschema55-572.1.3Functionsofschema57-592.2Krashen'sInputTheory59-602.3Swain'sOutputTheory60-64Chapter3InvestigationoftheTeachingofEnglishWritinginSeniorMiddleSchool64-803.1Descriptionoftheinvestigation64-673.1.1Objectives64-653.1.2Participants653.1.3Instruments65-673.2Requirementsofwritingteachinginseniormiddleschool67-683.3Theproblemsofwritingteachinginseniormiddleschool68-753.3.1Problemsrelatedtoteachers68-703.3.2Problemsrelatedtostudents70-753.4Causeortheproblems75-803.4.1CausesrelatedtoEnglishteachers75-763.4.2CausesrelatedtoEnglishstudents76-80Chapter4TeachingWritingUnderLexicalChunkSchema80-1004.1Teachingprinciples80-834.1.1Adoptingelicitationmethod80-814.1.2Payingattentiontothewholeprocessofwriting81-824.1.ayingattentiontothereconstruction82-834.2Teachingapproaches83-894.2.1Constructinglexicalchunkschemaaccordingtodifferenttypesofdiscoursedevices84-864.2.2Constructinglexicalchunkschemaaccordingtodifferenttopics86-894.3Teachingprocedures89-1004.3.1Pre-writingstage90-954.3.2While-writingstage95-974.3.ost-writingstage97-100Chapter5ExperimentontheApplicationofLexicalChunkSchematoTeachingofEnglishWriting100-1265.1Descriptionoftheexperiment100-1035.1.1Objectives100-1015.1.2Subjects101-1025.1.3Instruments102-1035.2Procedure103-1055.2.1Pre-test103-1045.2.2Classroomwritingteaching1045.2.ost-test1045.2.4Post-questionnaire104-1055.3ResultsandDiscussion105-1205.3.1Comparisonoftheresultsofpre-testbetweenExperimentalGroupandControlGroup105-1065.3.2Comparisonoftheresultsofpost-testbetweenExperimentalGroupandControlGroup1065.3.3Comparisonoftheresultsbetweenpre-testandpost-testofExperimentalGroup106-1075.3.4Comparisonoftheresultsbetweenpre-testandpost-testofControlGroup1075.3.5ComparisonoftheresultsbetweenposttestandpretestofExperimentGroupandControlGroup107-1085.3.6Comparisonofthenumberoflexicalchunksusedinpretestandposttest108-1105.3.7AnalysisandDiscussionoftheQuestionnaireResults110-1205.4Majorfindings120-1225.4.1IncreasinginterestinEnglishwriting120-1215.4.2Fosteringgoodwritinghabits1215.4.3DevelopingEnglishwritingability121-1225.5Pedagogicalimplications122-1265.5.1Raisingstudents'awarenessoflexicalchunks1235.5.2Providingmoreopportunitiestopractice123-1245.5.2Combiningwritingwithreading124-126Conclusion126-130Bibliography130-140AppendixⅠQuestionnaireforStudentsinSeniorMiddleSchool140-143AppendixⅡInterviewQuestions143-144AppendixⅢPre-testPaper144-145AppendixⅣPost-testPaper145-146AppendixⅤMarkingCriterionoftheNMETWritingPaper146-147AppendixⅥRawscoresofthepre-testandpost-testoftheControlGroup147-148AppendixⅦRawscoresofthepre-testandpost-testoftheExperimentGroup148-149AppendixⅧThenumberoflexicalchunksusedinthepre-testandpost-testofExperimentGroup149-150Acknowledgements150-152