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词块教学法在初中英语写作课堂上的应用

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  • 本文标题:词块教学法在初中英语写作课堂上的应用.docx
  • 链接地址:https://wk.sbvv.cn/view/17341.html
  • 内容摘要:ContentsChineseAbstract2EnglishAbstract31。Introduction41。1TheBackgroundoftheResearch41。2TheSignificanceoftheResearch42。LiteratureReview52。1TheDefinitionofLexicalChunk52。2TheTheoreticalBasisofLexicalChunkApproach52。3TheResearchofLexicalChunkApproachAbroad62。4TheResearchofLexicalChunkApproachatHome63。TheAdvantagesofLexicalChunkApproachinEnglishTeaching73。1HelpingstudentsMemorizeWords73。2ImprovingtheFluencyandAuthenticityofLanguageExpression83。3EnhancingPragmaticAwarenessandImprovingPragmaticAbility94。ResearchontheApplicationofLexicalChunkApproachinEnglishWritingClassofJuniorMiddleSchool94。1ResearchProblem94。2SubjectsandMethods104。3Procedure104。4Dataanalysis124。5PedagogicalImplicatio145。Conclusion15References17Appendix18词块教学法在初中英语写作课堂上的应用摘要一直以来,英文写作困扰着大部分中学生,目前许多语言学家和英语教师都在积极探讨提高学生书面表达的方法及策略,因而外语教学和研究领域的热点话题之一就是如何培养学生的写作能力以及提高学生的写作水平。其中词汇组块作为语言学习、记忆、保存以及产出的最小单位,能减轻学习者语言输出及处理的负担,易于学生使用和记忆。词块结合了语法、语境和语义的优点能增强学习者语言的准确性、流利性和地道性。因此词块在英语写作教学中的前景非常可观。利用词块以更好地帮助学习者对语言构造进行认知,为以后的学习与进步打下良好的基础,这是目前教学过程中应注意的方向之一。本文从词块理论在英语课堂教学中的主要作用出发,对词块教学法在初中英语写作课堂中的运用过程展开了论述,希望可以为日后英语教师们提升学生英语写作水平从而提高教学质量的工作提供参考。关键词:词块教学法;初中;英语写作教学TheApplicationofLexicalChunkApproachinEnglishWritingClassofJuniorMiddleSchoolAbstractForalongtimeEnglishwritinghasperplexedmostjuniormiddleschoolstudents。Atpresentthemethodsandstrategiestoenhancestudents’writtenexpressionareexploredbymanylinguistsandEnglishteache。Thereforeoneofthehottopicsintherealmofforeignlanguagetrainingandinvestigationishowtodevelopstudents’writingabilityandimprovestudentswritinglevel。Asaminimalgroupoflanguageleaingmemorypreservationandoutput(Becker1975)thelexicalchunkcombinestheadvantagesofgrammarcontextandsemantics。Itcanlightentheburdenoflanguageoutputandprocessingimproveleae’writingabilityandlevelandenhancetheirlanguageaccuracyfluencyandauthenticitysoithasaverybroadapplicationprospectintheteachingofEnglishwriting。Usinglexicalchunkstobetterguideleaetotheoverallcognitionoflanguagestructurethuslayingagoodfoundationforfutureleaingandpromotionisoneofthemaindirectiotopayattentiontointheteachingprocess。ThispaperdiscussesthemainadvantagesofchunkstheoryinEnglishteachingandexpoundstheimplementatiotrategyofLexicalChunkApproachduringtheteachingprocessofjuniormiddleschoolEnglishwritingaimingtoadvancetheEnglishwritinglevelofthestudentsinjuniormiddleschoolandimproveteachingquality。Keywords:LexicalChunkApproachjuniormiddleschoolEnglishwritingteachingIntroduction1。1TheBackgroundoftheResearchInrecentyeacorpuslinguisticshasbeendevelopingresearchelaymoreandmoreemphasisonthestudyofvocabulary。Theresearchepointoutthatnumerousfixedoemifixedlanguagecotructiothatpossessthefeaturesofbothsentenceandword(李灿2013)andthesestylizedplatesarestoredinthehumanbrainasonelotwhichistheidealunitoflanguageprocessing。Thespeedoflanguageprocessingisacceleratedbytheexistenceoflexicalchunks。Thestudyoflexicalchunksovercomestheshortcomingsoftheconventionalstructureteachingandcommunicativeteachingmethodandcombineslanguageleaingwiththeimprovementofcommunicativecompetence。Itsfunctionexceedstherangeofvocabularycollocationandstretchestoacompletesentence。AsaunitofEnglishvocabularyteachinglexicalchunksconcordwiththefundamentallawsofcognition。IntheprocedureofdevelopingEnglishteachingactivitiesinjuniormiddleschoolstudentsareinhugeamountofpressuretomasterthebasiclanguageelementsespeciallyatthecognitivelevelofvocabularyandrelatedgrammaticalitems。ThereforestartingfromthebasicconnotationoflexicalchunksthispaperdiscussestheconcreteapplicationideasandpathsoflexicalapproachinEnglishteachingwhichprovidespracticalreferencefortheimprovementofjuniormiddleschoolEnglishteachingmodelsandmethodsinthefuture。1。2TheSignificanceoftheResearchWritingisavitalportionofEnglishlanguageskillsinjuniormiddleschool。ThecompulsoryEducationEnglishCurriculumStandard(2011)alsomakesclearrequirementsforthecontentandlevelofjuniorhighschoolstudents’Englishwriting。ButactuallythefactistheEnglishwritingcompetenceofjuniormiddleschoolstudentsisstillatalowlevelduetomanyfactosuchaslackofvocabularylackoftraininglackofstrategiesandsoon。Manyteachepreferthetraditionalgrammaticalstructureteachingmethodwhichseparatestheuniquerelatiohipbetweenwordsandteachesvocabularyleainginisolation。Thisteachingmethodisundoubtedlyinefficient。Similarlythisalsoincreasestheacademicburdenofleae。TheLexicalChunkApproachcaneffectivelyhelptheleaelanguagebecomemorefluentlyimprovetheabilityofwordselectionandimprovetheaccuracyoflanguageexpression。Besidesitcanenhanceleae’selfconfidenceandimprovetheabilityoftextcompreheionandthespeedoftextorganization。LiteratureReviewTheDefinitionofLexicalChunkInthestudyoflexicalchunksbecauseeachresearcherhashisowndifferentundetandingonlexicalchunkstheexplanatioofchunksaredivee。Inthe1950sMillerandSelfridgeadvancedtheconceptofchunkingwhichwasusedtoexplaintheprocessofassemblingindividualinformationintoblocks。Theconceptwaslaterusedinlinguistics。NattingerandDecarrico(1992)proposedtheideaoflexicalphraseandtheythoughtthewordblockisaspecialmultiwordlexicalphenomenoninlanguagewhichisbetweenvocabularyandgrammarandcoistsoftwoormorewords。Thiskindofvariableprogramminglanguageistheinexhaustiblesourceoflanguagedevelopment。Lewis(1993)proposedtheconceptoflexicalchunks。Hefoundthatlexicalchunkscaneffectivelypromotelanguageleaeundetandingofrawmaterialsandpointedoutthatcomprehendingandoutputtingnewwordblocksisvitalforlanguageacquisition。Moon(1998)putforwardabroaderconceptthatismultiwordstem。Thisconceptrefetoavocabularycontainingtwoormorewordsthatisindivisibleinbothsemanticandgrammaticalforms。Tosumuplexicalchunksrefertoacontinuousandintegrallexicalphrasewhichistheunityofgrammarmeaningfeatureandcontext。Theyareprefabricatedandfrequentlyusedmultiwordcombinatio(phrasesfixedcollocationidiomaticexpressioandfixedsentencepatteretc。)thatexistinfixedoemifixedforms。Theyarerecognizedrememberedandoutputasawholeandareusedwithoutgrammaticalgenerationandanalysiswithspecificstructureandrelativelystablemeaning。TheTheoreticalBasisofLexicalChunkApproachIntheacademicfieldtheconnotationofchunksteachinghasnotformedamoreexteivecoeus。Onthefoundationofitstheorylexicalchunksteachingmainlycomesfromcognitiveschemataincognitivepsychology。Thatistosayintheprocessoflanguagecognitionitdoesnotjustinputlanguageorrelatedinformation。Afterthisseriesofprocessingtherelatedlogicalcognitivestructurebecomesthebasisofitssubsequentlanguagecognitionandleaingactivities。Thereforefromthislevellexicalchunksteachingemphasizestheoverallcognitionofknowledge。Undertheconnectionandmutualactionbetwixteachinformationandknowledgeelementsthecorrespondingknowledgecanbetraformedintoindividuallanguageapplicationabilityassoonaspossible。Theconclusionofcomputationalanalysisrevealsthatnumerousoffixedoemifixedlanguagecotructioaresubsistedwithbothsentenceandlexicalfeaturesinlanguagethesestylizedwordblocksarepreservediidehumanbrainingeneralandarethebestunitsforlanguageanalysis。Thiscombinationofwordsiscalledlexicalchunks。Manylinguistshaveexploredtheirroleinlanguageleaing。Accordingtoincompletestatisticsoverfiftytermsareappliedtodepicttheconceptoflexicalchunks。Inconclusionlexicalchunksareprefabricatedandfrequentlyusedinfixedoemifixedformsofpolywordcombinatio(phrasesfixedcollocationidiomsandfixedsentencepatteretc。)。Theyarerecognizedmemorizedandoutputbythewholeanddonotneedtobegeneratedandanalyzedbygrammarandhavespecificstructureandrelativelystablesignificance。TheResearchofLexicalChunkApproachAbroadInthe1950sMillerandSelfridgeadvancedtheconceptofchunkwhichwasusedtoexplaintheprocessofgroupingasingleinformationintoblockswhichwaslaterappliedtothefieldoflinguistics。Becker(1975)advancedtheconceptofprefabricatedphrasesinwhichthememorypreservationproductionandapplicationoflanguagearenotinunitsofasinglewordbutratherinafixedoemifixedpatteedprefabricatedboardstructurethatcotitutestheminimumunitofhumancorrespondence。NattingerandDeCarrco’s(1992)bookLexical phrases and Language TeachingputsforwardthatleaingEnglishinlexicalchunkscanimprovethefluencyofexpressionandfocusthespeaker’sattentionontheoveralldiscouestructureratherthanindividualwords。Theysaidthatthecomputationaldataoflanguageacquisitionindicatesthatlexicalphrasesisaspecialmultiwordlexicalphenomenoninlanguage(Nattinger&amp;DeCarrico1992)。Lewis(1993)istheauthorofTheLexicalApproach。HeproposedLexicalChunkApproach。Itisonthebasisofthetheorythatlanguageisgrammaticaliteadoflexicalandthatthecenteroflanguageleaingislexical。Theteachehouldnotonlyanalyzethegrammarinthetargetlanguageintheclassbutalsoguidetheleaertofocusonthewordblocks。TheResearchofLexicalChunkApproachatHomeInChinawehavebeetudyingtheacquisitionandapplicationofchunkknowledgeduringtheSLAfordecades。AmongthemYangYuchen’s(1999)andShenMinyu’s(1999)aretwoacademiciatopresenttheteachingoflexicalchunksearlier。WangChengxiang(2000)arguedthathelpingstudentsexpandgroupsreducethememorycontentandimproveth。。。
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