【作者】 宋宁；

【导师】 吴江梅；

【作者基本信息】 北京林业大学 ， 外国语言学及应用语言学， 2009， 硕士

【摘要】 长期以来,语言研究已经发现习语、搭配、惯用话语等词汇组块在语言及语言运用中有着非常重要的作用。但过去这些词汇组块被认为是语言中的边缘现象,除了其中少量的固定词组外,并未引起语言教学的重视。然而,近年来,随着语料库语言学的发展,人们发现词块在实际语言中大量存在。这引起语言学各个领域如:语料库语言学,心理语言学,应用语言学的关注。人们开始重新考虑语言及语言习得的本质问题。语言不仅是一个以语法规则为基础的可分析系统,还是一个以记忆为基础的程式化系统。传统的以语法为中心的语言观受到以词汇为中心的语言关的挑战。MichaelLewis(1993)提出语言不是词汇化的语法,而是语法化的词汇。语言不是由传统的语法和词汇构成的,而通常是由多词的预制词块构成的。在语言词汇观的基础上,以Michael Lewis为代表的语言学家提出了一种运用词块于语言教学的新的教学法:词汇法。词汇法从理论上论证了以词块为中心的语言教学有助于学习者的语言水平的提高,并提供了一些实际的教学方法,包括教学原则、教学技巧、教学活动设计等等。但它的实际价值有待教学实践来加以证明。本研究旨在通过教学实践来检验词汇法是否有助于学生的口语水平的发展。两个平行组60名博士一年级的学生参加了本次研究,时间为一个学期,共4个月。笔者在实验组采用的教学法以词汇法为基础,并根据实际情况进行了改进。实验前后进行了两次口语测试,测试成绩用来检验教学实验的效果;学生的个人陈述及小组讨论被录音,用来对实验效果作进一步分析。研究中将用到统计软件SPSS 13.0分析口语测试的成绩。对于问卷调查的结果笔者也将进行描述和讨论。研究结果表明,与对照组相比,实验组的学生的后测口语成绩较好,口语表达更准确,口语能力也有较大提高。本研究证实了词汇法对学生口语水平发展的有效性。笔者希望本研究对于词汇法在语言教学中的运用有所启发,并有助于探索出一条更加行之有效的教学途径。更多还原

【Abstract】 Linguistic research has found lexical chunks,such as idioms,collocations,and institutionalized expressions,etc.are of great importance in language and language use for a long time.But in the past lexical chunks were considered as a marginal phenomenon in foreign language,and not much attention was paid to lexical chunks in language learning and teaching,except a small number of them called fixed phrases.A large number of fixed,semi-fixed lexical chunks have been greatly neglected, especially those with certain pragmatic functions.However,in recent years,with the development of corpus-linguistics,lexical chunks again become the center of the research in corpus linguistics, psycholinguistics and other linguistics for their prevalence in foreign language.People begin to rethink the nature of language and language acquisition.Language is not only a ruled-based analytical system, but also a memory-based formulaic system.The traditionally grammatical view of language is greatly challenged by lexical view of language.Lewis(1993) points out that language is not a system of lexicalized grammar,but a system of grammaticalized lexis.Language consists not only of traditional grammar and vocabulary but often of multi-word prefabricated chunks.Following the lexical view of language,linguists like Michael Lewis propose a new teaching approach:Lexical Approach.In the lexical approach,lexis in its various types is thought to play a central role in language teaching and learning.Lexical Approach has theoretically summarized that focus on lexical chunks in language teaching and learning is effective for learners’ language development,and provides some practical teaching methods including teaching principles,teaching techniques,activity designs,etc.But it needs empirical studies to show its true value in the teaching practice. The present empirical study was designed to test whether Lexical Approach can facilitate the students’ oral English development.Two parallel groups of 60 first-year doctors participated in the study, which lasted for one semester.The teaching methodology in the experiment group was based on Lexical Approach,with some modification.The experiment lasted for one semester,four months.The oral tests were conducted before and after the experiment to test the effect of the teaching experiment,and the subjects’ individual presentations;and group discussions in the experiment were recorded for further analysis.The data obtained from the test score was analyzed by using the SPSS13.0 for Windows.And the data from the questionnaire were analyzed and discussed as well.The results show that compared with the control group,the experiment group did a better job in the posttest,spoke more accurately,and showed more improvement in the individual presentation.The present study confirms the effectiveness of Lexical Approach in the learners’ oral English development. It is hopeful that this thesis would offer some implications for the application of lexical approach in language learning and teaching,and explore a more effective way in language teaching.更多还原