【作者】 王丽萍；

【导师】 丁岚； 吴艳丽； 何雅玲；

【作者基本信息】 河南大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 写作在语言学习中起着重要的作用。作为一种表达性技能,写作能够充分反映出学习者的语言综合能力。英语教学的最终目标是让学生能够清楚正确地表达自己的思想。教育部2017年颁布的《普通高中英语课程标准》对英语写作技能的培养以及英语写作考试提出了更高的要求:考试应主要考察学生表达的实际效果,表达的流利性,准确性和得体性。然而,根据前期问卷调查以及教师访谈,发现教学实践中写作教法单一学生不能达到英语写作标准的相关要求,存在表达中式化、写作用词单一缺乏多样化等问题。词汇以及语法是学生英语写作学习中的重难点。Lewis在1993提出了词块教学法,这一教学法突出词块将词汇与语法相结合的优势,提倡培养学生的词块意识,将词块作为理想的语言单位进行教学促进学生的二语学习。理论上,词块存取一体化的优势有助于解决学生写作中的问题并提高英语写作的流利性、准确性和地道性。笔者在充分学习词块教学理论以及英语新课程标准的基础上,以开封市第二十五中学高一年级三班的63名同学为研究对象,开展了为期一个学期的词块教学行动研究以解决写作教学中的现存问题并提高学生的英语写作能力,为高中英语写作教学提供借鉴。基于以上研究目的,本研究主要探讨以下三个问题:(1)基于词块法的写作教学对高中生英语写作水平有怎样的影响?(2)基于词块法的写作教学对高中生英语写作中的词块运用有怎样的影响?(3)将词块法应用于写作教学会如何影响高中生的写作态度及词块输入输出策略?本文以“计划-行动-观察-反思”的模式开展了两轮行动研究。第一轮行动研究包括词块输入、词块练习与内化、词块输出三个步骤,通过词块介绍、词块内化练习等培养学生词块意识,并借助思维导图以五步写作法对学生进行词块输出训练。一轮行动研究结束后对其进行评估反思并总结出现的问题。一轮行动研究中,学生在词块应用方面存在一些问题。经过反思调整,第二轮行动研究主要通过做笔记的方式,鼓励学生对词块进行归类、探索积累同义及反义词块、培养学生自主学习能力并采取同伴互评的方式提高学生写作能力。二轮行动研究后,对学生进行写作测试以及问卷后测检验行动研究的效果。通过对英语写作前中后测三次写作成绩以及写作中的词块运用、访谈以及前后测问卷数据的分析,本研究得出以下结论:(1)基于词块法的写作教学能够培养学生理解并运用词块的意识,促进了学生英语写作水平的提升。(2)将词块法应用于写作教学丰富了学生写作中的词块运用,增强了学生遣词造句以及谋篇布局的能力。学生能够掌握更多的词块进行流利连贯的英语写作,语篇写作能力得以提升。(3)基于词块法的写作教学对学生的英语写作态度产生了积极影响。将词块法应用于写作教学能够增强学生的写作自信心,激发学生对英语写作学习的兴趣并优化写作输入输出策略,在一定程度上也培养了学生的英语词汇自主学习能力。本研究的教学启示:(1)正确认识词块教学法以及英语新课程标准是进行有效教学的基础。(2)采取多样化的练习方式进行词块内化,词块教学的内容要符合“i+1”的原则。(3)教师需要树立信心,词块教学的实施和创新需要从小处着手。(4)词块教学法的实施要注重培养学生的学习策略,提高学生自主学习能力。(5)实施词块教学法时尝试多样化的写作评价方式,优化同伴互评反馈机制。更多还原

【Abstract】 Writing plays an important role in language learning.As an expressive skill,writing can fully reflect one’s comprehensive language capacity.The ultimate goal of English teaching is to make students express their ideas clearly and correctly.The New English Curriculum Standard(2017 Edition)published by China’s Ministry of Education put forward higher requirements on cultivating students’ writing skills and examining their writing performance.It demands that the writing test should examine students’ writing ability in writing fluency,accuracy and appropriateness.However,pre-questionnaire survey and teachers’ interview showed that writing teaching method was simple and students’ writing performance can’t meet the requirements of English writing standards by Ministry of Education.There were Chinglish expressions in students’ writing and the use of words was lack of diversity.Students have difficulty in vocabulary and grammar during the writing learning.Lewis put forward the Lexical Chunks Approach in 1993,which highlighted the lexical chunks’ advantage of combining vocabulary with grammar to cultivate students’ chunks awareness.It took chunk as an ideal language teaching unit to improve students’ second language learning.Theoretically,storing and retrieving as a whole,the Lexical chunks Approach is regarded as an effective way of solving students’ writing problems.It can make the writing fluent,accurate and natural.Therefore,after the careful study of the Lexical chunks Approach and the New English Curriculum Standard,the author applied the Lexical Chunks Approach to the writing teaching to improve students’ writing competence.The action research lasted for one semester.The 63 students of Class Three,Grade One from Kaifeng No.25 Middle School were chosen as the research participants.In light of the research purpose,this study mainly focused on the following three research questions:(1)What are the effects on senior high school students’ writing proficiency by applying the Lexical Chunks Approach to English writing teaching ?(2)What are the effects on the chunks employed in writing by applying the Lexical Chunks Approach to English writing teaching ?(3)How can the Lexical Chunks Approach affect students’ writing attitude and chunks input/output strategies?Two rounds of the action research were conducted following the steps of “plan-action-observation-reflection”.The first round of the action research consists of three parts:(a)chunks input,(b)chunks memorization and internalization and(c)chunks output.It started with chunks introduction,and then cultivated students’ chunks awareness by exercises.Students were required to output chunks through five-step writing practice with the aid of mind map.After that,the author made reflections and summarized the problems in the first cycle research.Problems in the application of chunks during the first cycle motivate plan adjustment.During the second cycle research,students were required to keep notes to improve their self-learning ability.They were encouraged to sort out and explore synonymous and antonymous chunks.Peer feedback was also adopted to improve students’ writing proficiency.At the end,writing test and questionnaire survey were made to verify the action research effect.Based on the analysis of pretest,mid-test and post-test writing scores and the number of chunks in compositions,interviews,as well as questionnaire surveys,following findings were concluded:(1)The application of the Lexical Chunks Approach can raise students’ chunks awareness and significantly affect students’ writing proficiency.(2)Applying the Lexical Chunks Approach to English writing teaching has positive effects on students’ chunks use in English writing.Students have a better performance in the number and distribution of chunks employed in writing after the action research.Students’ vocabulary and chunks can be expanded,which laid a good foundation for improving their ability of sentence making and writing organization.Students can write fluently and coherently after mastering a large number of chunks.(3)It can exert positive influence on students’ writing attitude.Students’ confidence and interest in writing can be boosted.The application of the Lexical Chunks Approach has optimized students’ input and output strategies.To some extent,it has also cultivated students’ vocabulary self-learning ability.It offered the following suggestions for better writing teaching :(1)Efficient teaching is based on good understanding of the Lexical Chunks Approach and New English Curriculum Standard.(2)A variety of exercises for the chunks internalization should be designed in line with the “i+1” principle.(3)Teachers should have confidence in Lexical Chunks Approach as small change,rather than any radical paradigm shift,is the implementation of the Lexical Chunks Approach.(4)Lexical Chunks Approach focuses on developing learning strategies and improving students’ independent learning ability.(5)Try to explore diversified writing evaluation methods under the Lexical Chunks Approach and optimize the peer feedback mechanism.更多还原