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1、福建师范大学硕士学位论文 摘要 随着高中英语课程标准的实施，学生阅读能力的培养在高中英 语教学中的重要性越来越突出。不少教师采用了各种各样的教学法，许 多学生把大量的时间和精力花费在阅读练习上，但效果却并不尽如人意。 基于上述原因，本文提出并尝试将词块教学法应用于高中英语阅读教学 中。 词块教学法是在外语教学提倡以应用为目的的背景下兴起的新的语 言教学理论。它结合了结构法和交际法的特点，在教学过程中既注重语 法结构又注重语言在语境中的运用，因而在听说读写等各方面都有着其 它教学法所不能比拟的优势。大量研究表明，词块对英语教学具有一定 的影响。 本文借鉴国内外有关词块和阅读教学的研究成果，选定以
2、学生阅读 能力的培养为切入点，深入研究如何在高中英语阅读教学中实施词块教 学法。在进行理论上的探讨之后，作者精心设计了实验加以验证。选取 了福清市第一中学高二年级两个自然班的 99 名学生作为实验对象，进行 了为期 8周的教学实验。其中 49 名学生为实验组，采用词块教学法； 50 名学生为控制组，实施传统教学法。同时，通过两次测试和一次问卷收 集数据信息，并用 SPSS 10.0 统计软件进行统计和 分析。实验结果表明 实验组学生比控制组学生的阅读成绩有明显提高，词块教学法在阅读教 学中的优势不容质疑。 关键词： 词块；教学目的；语言教学；英语阅读 福建师范大学硕士学位论文 Abstract
3、 With the Criterion of the New English Curriculum issued, it is more and more important to cultivate the students5 reading ability in senior high schools. Teachers have tried out many different teaching approaches to improve students reading proficiency and at the same time, students also endeavor t
4、o improve their reading ability by doing mountains of reading exercises, However, it turns out that most of the students are still weak at reading comprehension. This thesis is a tentative probe into the teaching of reading by introducing lexical approach and discussing its effect on EFL reading com
5、prehension. Lexical approach, a new language teaching theory, is proposed under the background that foreign language teaching should aim at develop students5 pragmatic competence. Avoiding the shortcomings of relying too heavy on either theories of grammar on one hand, or theories of communicative c
6、ompetence on the other, the lexical approach shows its unique advantages in language teaching in term of listening, speaking or writing. Therefore, the lexical approach to second language teaching has received great interest as an alternative to grammar-based approaches. Lots of linguists have done
7、much research on it. It is shown that lexical approach is of significant use for English learners and EFL teaching. This thesis seeks to investigate the effect of lexical chunks on EFL reading. Two intact classes of students in Senior Two in Fuqing No.l High School were assigned to experimental and
8、control conditions. 49 students in the experimental class received guidelines of lexical approach, while 50 students in the control class followed the traditional way of teaching. The experiment lasted for eight weeks. Tests and a questionnaire survey were conducted among the students in the EC and
9、in the CC. All the data collected from the tests and the survey was entered into computer and processed with the SPSS 10.0. The analysis reveals that the reading achievement of the students in the EC is better than thakof the students in the CC. From the findings we know the students with the knowle
10、dge of lexical chunks can get better performance in English reading and improve their English proficiency as well. The lexical approach is very effective in English reading in senior high schools. Key Words: lexical chunks; pedagogical purpose; language teaching/leaming; EFL reading _ 福建师范大学硕士学位论文 _
11、 中文文摘 学习英语的主要目的是为了获取信息，而阅读提供了最为有效、最为重要的语言 输入渠道，通过这个渠道，学生可以提高他们的英语语言能力。可见，阅读在英语教 学中具有极为重要的地位和作用。 2003 年颁布的高中英语课程标准对学生阅读 能力提出了更高更为具体的要求。近年来福建高考英语试卷中，在总分 150 分中阅读 理解占 40分，同时听力、完形、改错和单选等题型也必须在理解的基础上才能顺利 完成。但是在国内，高中英语教师仍然采用传统的阅读教学模式，这种教学模式过分 强调语法讲解、句子分析和词汇学习。由于把阅 读文章切成零碎的语法单位，使得学 生不仅不能理觯文章的主旨，而且无法养成一个良好的
12、阅读习惯。 因而，如何适应高 中英语新课程标准和高考的要求，切实提高学生的阅读技巧和阅读水平，已成为我们 广大英语教师，特别是高中英语教师面临的一个严峻挑战。 阅读教学最重要的是培养学生阅读的兴趣以及阅读的技能，让学生养成独立阅读 获取信息的能力。因此，中学英语教师应尽其所能为学生提供正确而有效的阅读方法。 传统的阅读理论认为阅读过程是一个单纯的解码过程，阅读教学的目的似乎仅仅是借 助所读课文的语言材料来学习语音、语法和词汇。 20世纪 70 年代以来，阅读教学引 起了国内外专家学者的广泛关注，对阅读过程和阅读技能的研究也有了快速的发展。 理论学家和语言学家经过大量的研究，提出了各种各样不同的
13、阅读模式，例如自下而 上、自上而下、交互式和图式理论等。这些研究促进了阅读教学的发展，为各国语言 教学作出了巨大的贡献。事实已经证明，要有效、正确地理解文章，就必须拥有正确 的阅读技巧。大家也都认识到，只有在阅读教学中重视文章的整体把握，学生才能对 阅读产生兴趣。因而，当前中学英语教师要进一步学习和掌握新的阅读理论并在实际 教学过程中准确地加以运 用。 词块也叫做不同长度的 “ 预制的语块 ” ，它是英语中的一种特殊的多词词汇现象。 这种预制语块具有特定的结构和相对稳定的意思，传载着交际功能和语用功能。 Nattinger 和 DeCarrico(1992)指出：词块教学法对于语言教学十分重要
14、。词块介于 句子和词之间，并对词汇的掌握、阅读理解能力和综合运用语言能力的提高有着重要 影响，因而不论在母语教学还是在第二语言习得中，词块都是语言教学中理想的单位。 词块在外语教学中的作用引起了语言学家、语言教学专家、社会学家和一线教师的极 大兴趣。在 Lewis 撰写的两本书 （ Lexical Approach 和 Implementing the Lexical Approach）中，详细阐述了怎样运用词块进行语言教学。他把这种方法称为“词块 教学法 ” 。词块教 法最重要的理论原则就是 “ 语言是由语法化的词 组成的，而不 是有词汇化的语法组成的 ” 。简而言之，语言不是由传统观念所认
15、为的语法和词汇组 成的，而主要是由词块组成的。因而，在语言教学过程中要减少语法结构的分析，尽 力帮助学生构造自己的 “ 词块库”。 词块理论在语言教学中的运用前景十分广阔。词块具有很强的语用功能 ，它的使 用可以减少学生的语用错误；把词块作为一个整体进行教学，可以避免由词汇选择而 引起的错误，进而大大提高语言的精确度 。 Michael Lewis 提出的 “ 词块教学法”注 重对文章的整体把握，主张以词块为基础进行语言教学，着眼于学生语言能力的发展。 福建师范大学硕士学位论文 词块教学法为我们掌握文章结构，了解作者的真实意图提供了一个有效途径。正如大 家所知道的那样，大多数的阅读都不可能看完
16、一遍就能完全理解，因而许多学生都必 须反复看几遍，才能建立文章上下文之间的联系，词块能够帮助他们更快更好地掌握 文章内容结构。因而，从某种角度看，把词块教学法引入阅读教学也就意味着为学生 提供了一个非常好的阅读策略。在本文中，作者详细介绍了词块教学法及其在阅读教 学中的应用。 本文主要结构内容如下： 第一章主要回顾了第二语言教学的相关背景，介绍了高中英语教学的现状，并说 明了在高中英语阅读教学中运用词块教学法的重要性和必要性。 第二章介绍了与本论文相关的理论，主要包括三大部分：第一部分介绍了词块的 定义、分类和作用。论文给出了许多例子，以帮 助理解这些概念。第二部分阐述了阅 读的基本理论。在这
17、一部分，论文介绍了自上而下、自下而上、交际理论和图式理论 等四种阅读模式，并分别对它们进行了评价。第三部分，介绍了词块教学法，主要包 括 Michael Lewis 、 James R. Nattinger、 Jeanette S. Decarrico s 的相关理 论。同时，论文列举了一些不同的例子，对如何运用词块教学法进行阅读教学进行了 深入探讨。 第三章介绍了实验的设计及其主要环节。这一章节着手研究词块教学法在英语阅 读方面对二语学习者的影响。作者选取了福清市第一中学高二年级两个自然班的 99 名学生作为实验对象，进行了为期 8周的教学实验。其中 49名学生为实验组，采用 词块教学法；5
18、0名学生为控制组，实施传统教学法。实验中对所有学生进行了两次 英语阅读测试和一次问卷收集数据信息。在本章节中，作者还提供了一个顺利实施词 块教学法的课堂教学案例。 第四章对收集到的实验测试和问卷调查信息进行分析。所有的数据都被录入电脑 并用 SPSS 10. 0统计软件进行统计和分析。实验结果表明实验组学生比控制组学生的 阅读成绩有明显提高，学生 阅读技巧的提高与词块教学法密切相关。实验班学生阅读 成绩和总分的提高都证明了词块教学法的在语言教学中的可行性。 第五章讨论了研究的结论和局限性，同时对如何进一步进行实验做了深入探讨。 福建师范大学硕士学位论文 Synopsis English is
19、learned primarily for the purpose of gaining information and reading provides the most efficient and hence the most important channel of language input through which students improve their linguistic competence, so the importance of the teaching of reading can never be too much stressed. According t
20、o the Criterion of the New English Curriculum issued by the Ministry of Education in 2003, more explicit and detailed demands in terms of reading comprehension at senior high school level are put forward. In the Matriculation English Test in Fujian Province in recent years, reading comprehension cov
21、ers 40 scores out of 150 and it should also be based on comprehension to finish listening, cloze, proof-reading and basic English knowledge application as well. In China, most teachers in senior high schools still adopt conventional reading teaching model, which has overemphasized grammar explanatio
22、n, simple sentence analysis and vocabulary study, thus breaking a text into pieces of grammatical units. As a result, students fail either to understand the meaning of the whole text or to develop a good reading habit. Therefore, to meet the needs of the Criterion of the New English Curriculum and t
23、he requirements of reading comprehension in Matriculation English Tests, we English teachers are confronted with the challenge of teaching reading skills to our students, especially in senior high schools. It is a significant process to teach English reading in the classroom by which the students ga
24、in skills to read English passages. It is important to develop the students interest as well. Therefore, teachers of English in China should endeavor to seek efficient and proper reading methods for students. In the traditional view, the comprehension of a text is primarily a decoding process of rec
25、onstructing the author intended meaning via recognizing the printed letters and words and building up a meaning. In the last forty years, theorists and linguists proposed different reading models， such as bottom-up， top-down, interactive models, and skemata, and etc, after a long time of exploration
26、, which promoted the development of researches on reading, and made great contributions to language teaching in various countries. It has been proved that reading skill is important for students to read with facility and full understanding. It is now realized that only when reading teaclriflg is aim
27、ed at comprehension can it be useful and interesting to students and that it is high time that we teachers accepted new teaching theories and applied appropriate theories to reading instruction. A lexical chunk is 0.05, which shows there is no significant difference in the participants English profi
28、ciency between these two classes; on the other hand， the t-test Significance Probability of reading part of the two classes in the pre-test shows no significance (P=0.5330.05). Therefore, their reading ability was homogenous. 4.3 Statistical results of the post-test The final examination was used as
29、 post-test. All the data collected from the post-test was keyed into computer and processed with the SPSS 10.0. 4.3.1 Descriptive statistics of the results of reading part of the post-test Table 4-4 Descriptive statistics of the results of reading part of the post-test Descriptive Statistics CC (13)
30、 EC (14) Statistic Std. Statistic Std. Error Mean 31.92 .56 34.16 48 Median 32.00 34.00 Reading Variance 15.667 11.139 Std. Deviation 3.96 3.34 Minimum 24 24 Maximum 40 40 Interquartile Range 6.50 4.00 -32- Chapter Four Data collection and analysis Figure 4-2 From Table 4-4, it shows that the mean s
31、core in EC (M=34.16) is much higher than that in CC (M=31.92) in the post-test, which indicates that EC makes great progress after they were taught how to do the reading part through lexical approach. Median in EC (Median=34) is also higher than that (Median=32) in CC, which shows that most of the s
32、tudents in EC make progress after the experiment. Both Variance (V=11.14) and Std. Deviation (SD=3.34) in EC are lower than Variance (V=15.68) and Std. Deviation (SD=3.96) in CC, which mean that the individual scores in EC are centralized, which is also shown in Figure 4-1 and Figure 4-2. The result
33、 suggests that the lexical approach do facilitate the participants reading comprehension. 4.3.2 T-test of the results of the post-test Table 4-5 Group Statistics of post-test Total marks Class N Mean Std. Deviation Std. Error Mean CC (13) 50 112.58 11.48 1.62 EC (14) 118.13 10.29 1.47 Reading CC (13
34、) 50 31.92 3.96 .56 EC (14) 49 34.16 3.34 .48 As shown in Table 4-5, the mean score of the total marks of EC (M=l 18.13) is much higher than that of CC (M=l 12.58); at the same time, the mean score of the participants9 reading part in EC (M=34.16) is also much higher than that in CC (M=31.92), that
35、is, the EC did better in reading parts. -33- Chapter Four Data collection and analysis Table 4-6 Independent Samples Test of post-test Levene s Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2-tailed ) Mean Difference Std. Error Difference Total marks Equal variances a
36、ssumed .248 .619 -2.533 97 .013 -5.55 2.19 Equal variances not assumed -2.536 96.233 .013 -5.55 2.19 Reading Equal variances assumed 4.022 .048 -3.046 97 .003 -2.24 74 Equal variances not assumed -3.051 94.900 .003 -2.24 .74 By independent-samples T test, Table4-6 shows that as in total of the post-
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