【作者】 黄雪梅；

【导师】 苏秋萍；

【作者基本信息】 广西师范大学 ， 学科教学（英语）（专业学位）， 2019， 硕士

【摘要】 写作是语言技能中的表达性技能,在高中英语课堂中有着不可替代的作用,因为英语写作作为产出性语言能够更好地表现出高中生语言的综合能力与水平。然而,在我国英语写作中,普遍出现了学生害怕英语写作的现象。另外,大部分学校忽视了英语写作中词组或词块的有效教学,使得学生在遣词造句中形成一定的困难,导致英语表达不地道、不准确。为了改变这些现状,我国的许多教育者和研究者通过不同的角度对英语写作进行了大量的调查研究,研究发现词块有利于提高英语写作语言的准确性、流利性以及地道性。但是大部分的研究都停留在高校的英语写作上或者是研究词块教学对英语写作水平的影响,较少部分研究高中生英语写作中词块的使用情况。因此,本研究根据Michael Lewis的词块分类理论,通过文本分析、调查问卷、访谈的研究方法对广西某重点高中展开了调查研究,随机选取了80份期中考试的英语写作样本,发放了130份问卷以及对4名高中生进行了相关访谈,目的在于了解大部分高中生英语写作中词块使用的大体情况。本研究所讨论的问题是:(1)高分组、低分组使用词块的频率有什么不同?(2)高分组、低分组对词块使用的类型分布有什么不同?(3)哪种类型的词块学生更容易出现错误?结果表明:(1)总体来说,所有高中生都能够在英语写作中运用词块,但是高分组使用词块的频率比低分组的要高,而且在高分组的作文中词块应用的数量也比低分组的要多;(2)高中生使用最多的词块类型是搭配词组,接着是聚合词,句型框架和引语,最后是惯用话语;(3)关于词块的正确使用率方面,搭配词组这种类型的词块更容易使学生出错。通过本次调查,笔者发现高中生总体来说词块意识较弱,词块输入不足因而导致词块输出不顺畅。因此,笔者建议教师(1)提高学生的词块意识;(2)教授学生词块输入和输出策略;(3)加强学生词块输出训练。建议学生(1)拓宽词块输入输出渠道;(2)掌握词块运用策略;(3)经常反思词块的获得与运用。更多还原

【Abstract】 English writing is an expressive skill which plays an irreplaceable part in the senior high schools because it is a productive language skill which shows the integrated language skills and language proficiency of senior high school students.However,in China,the phenomenon appears that a large number of students are afraid of writing.Additionally,many schools still ignore more effective teaching methods which can teach the students some word phrases or lexical chunks in English writing.Thus,many students have difficulty in choosing words and making sentences in writings,which cause their expression inaccurate or inauthentic.In order to change these situations,many educators and researchers in our country carry out many surveys on English writing through different perspectives,which find that the English lexical chunks can be beneficial to improve the accuracy,fluency and idiomaticity of English writings.However,a great number of scholars and teachers just pay more attention to making surveys on lexical approach of English writing in the colleges and universities or they mainly make surveys on the influence of lexical approach in English writing while a small number of researches focus on investigating the use of lexical chunks in senior high school students’ English writings.Therefore,according to Lewis’ lexical chunks classification theory,the author makes a survey on a key senior high school in Guangxi Zhuang Autonomous Region by using composition analysis,questionnaire and interview.It randomly selects 80 students’ mid-term examination of English compositions which come from Grade 10 of this school and there are 130 questionnaires sent out to the senior high school students.Besides,the author interviews four students at random.In general,this study mainly explores the use situation of lexical chunks in English compositions from the senior high school students.There are three questions studied in this thesis,which can be listed as follows:(1)What are the differences of use frequency of English lexical chunks between high-score and low-score compositions of senior high school students?(2)What are the differences of types of distribution between high-score and low-score compositions of senior high school students?(3)Which types of lexical chunks are the senior high school students prone to make mistakes?The major findings are as follows:(1)All the students in the senior high school can use lexical chunks in the English writings.However,generally we can find that the frequency of using lexical chunks in the high-score group is higher than that in low-score group.Besides,the number of using lexical chunks in the composition samples of high-score group is more than that of the low-score group.(2)Collocations are most frequently used in both the high-score group and low-score group,and poly words follow behind,and sentence frames and heads take the third place,and institutionalized expressions are at last.(3)As for the right rate of using lexical chunks,collocations are most prone to errors.In general,in this study,the author finds that students in the senior high school are almost lack of awareness of lexical chunks,besides,due to inadequate lexical chunks input,the output of the lexical chunks in writing is not ideal.Therefore,the author suggests teachers(1)improve the students’ awareness of the lexical chunks;(2)teach students some strategies to facilitate the input and output of lexical chunks;(3)increase the training of lexical chunk output.For learners,they should:(1)widen channels of inputting and outputting the lexical chunks;(2)master the strategies of applying lexical chunks;(3)often reflect on the studying and applying lexical chunks.更多还原