基于图式理论的词块教学对初中生英语写作能力影响的实证研究

发布时间：2024-01-29 18:28

　　写作是四大基本语言技能之一,是对学习者语言水平的综合反映。当前中考书面表达的难度在不断增大,写作对初中生来说成了一个越来越大的挑战,尤其是那些语言基础相对薄弱的学生。很多初中生词汇量储备不够,写作时存在借助汉语思维逐字翻译的不良习惯,进而导致其写作水平普遍不高。词块是语言输入、存储和输出的最小单位,集词汇与语法知识于一身,形式相对固定,比较容易被学生记忆和提取,能有效减轻学生的记忆负担。图式是人们在获取知识的过程中按照一定逻辑联系建立起来的信息网络结构。词块理论强调词汇之间的搭配,而图式理论则注重不同词汇之间的关系。两者既有区别又有联系。研究者对词块与写作、图式与写作已经分别做了不少的研究,然而很少有研究者将这两者结合起来。本文将词块理论与图式理论结合,试图将基于图式理论的词块教学运用到初中英语写作教学中,进而探讨以下三个问题:(1)基于图式理论的词块教学对初中生在英语写作中使用词块的能力有什么影响?(2)基于图式理论的词块教学对初中生英语写作的流利性和准确性有什么影响?(3)基于图式理论的词块教学对初中生英语写作兴趣和信心有什么影响?本研究以昆山市娄江实验学校初三年级两个平行班为实验...

【文章页数】：96 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Lexical Chunks
        2.1.1 Definition of Lexical Chunks
        2.1.2 Classification of Lexical Chunks
            2.1.2.1 Michael Lewis(1997)'s Classification
            2.1.2.2 Nattinger & DeCarrico (1992)'s Classification
        2.1.3 Functions of Lexical Chunks
        2.1.4 Relevant Studies of Lexical Chunks
            2.1.4.1 Relevant Studies Abroad
            2.1.4.2 Relevant Studies at Home
    2.2 Schema Theory
        2.2.1 Definition of Schema
        2.2.2 Classification of Schema
        2.2.3 Functions of Schema
        2.2.4 Relevant Studies of Schema Theory
            2.2.4.1 Relevant Studies Abroad
            2.2.4.2 Relevant Studies at Home
    2.3 Lexical Chunk Schema
        2.3.1 The Concept of Lexical Chunk Schema
        2.3.2 Effects of Lexical Chunk Schema in English Writing
            2.3.2.1 Improving the Fluency of English Writing
            2.3.2.2 Enhancing the Accuracy of English Writing
    2.4 English Writing in Junior Middle School
        2.4.1 The Current Situation of English Writing in Junior Middle School
        2.4.2 Measurements of English Writing Proficiency
    2.5 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 English Writing Test
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Pre-test Questionnaire
        3.4.2 Pre-test
        3.4.3 Teaching English Writing with Lexical Chunk Schema
            3.4.3.1 The Introduction of Lexical Chunk Schema
            3.4.3.2 The Identification of Lexical Chunk Schema
            3.4.3.3 The Construction of Lexical Chunk Schema
            3.4.3.4 The Consolidation of Lexical Chunk Schema
            3.4.3.5 The Application of Lexical Chunk Schema
        3.4.4 Post-test
        3.4.5 Post-test Questionnaire
        3.4.6 Interview
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Impacts of Lexical Chunk Schema on Students'Ability to Use Lexical Chunks
        4.1.1 Impacts on the Number of Lexical Chunks Used in English Writing
        4.1.2 Impacts on Students' Strategy of Using Lexical Chunks in English Writing
    4.2 Impacts of Lexical Chunk Schema on Students' English Writing Proficiency
        4.2.1 Impacts on English Writing Scores
        4.2.2 Impacts on English Writing Fluency
        4.2.3 Impacts on English Writing Accuracy
    4.3 Impacts of Lexical Chunk Schema on Students' Interests and Confidence in English Writing
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pre-test
Appendix Ⅲ Post-test
Appendix Ⅳ Interview Outline
Appendix Ⅴ Rating Criteria
Acknowledgements



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