词块理论运用于高中英语口语教学的实证研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-09-13编辑:lgg点击率:6057
论文字数:36521论文编号:org201609111718446838语种:英语 English地区:中国价格:$ 66
关键词:高中英语论文英语口语教学流畅性准确性
摘要:本文是高中英语论文,本研究旨在探析词块理论的应用对高中生的英语口语能力发展的影响,解决中学生“哑巴英语”的问题,提高其英语口语自信,并为中学英语口语教学探索行之有效的教学方法。
) investigated the function of lexical chunks into vocabulary teaching from the cognitive perspective and holds the view that the acquisition of lexical chunks can promote the understanding of information and the change of inter-language, which indicates that learners can make more fluent speech with the aid of inter-language. Consequently, learners’ communicative ability will be promoted eventually. Wang & Zhang (2006: 20) also suggest that lexical chunks is an effective way to develop inter-language system; What’s more, Lexical chunks have pragmatic functions and can be used to improve the appropriateness of communication. These findings indicate that lexical chunks can promote the undergoing of communication. Jiang (2000a: 271) asserts that the teaching of lexical chunk can integrate the development of skill and ability and she also suggests several instructions to apply Lexical Chunk Theory to teaching, such as helping students find out lexical chunks in reading material, guiding students to find out it rules inside chunks and so on. These instructions are quite pragmatic for classroom teaching.
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1.2 Applied Study of Lexical Chunks
After a great deal of theoretical studies, researchers start to put Lexical Chunk Theory into language teaching, such as the application of lexical theory into English writing teaching and oral English teaching, which were intended to examine the impacts of Lexical Chunk Theory on the developments of English skills. Lexical chunks as Wray (2000: 465) puts it, are “stored and retrieved whole from memory at the time of use.” The characteristic inspires researchers to associate the Lexical Chunk Theory with the teaching of English writing. Through empirical studies, researchers find out that there really exists a relation between the use of lexical chunks and learners’ writing ability. In addition to that, learners’ writing ability were indeed improved through the application of lexical chunks to English writing class. Dickinson (2012: 27) conducts a language teaching experiment and finds out that consciousness rising tasks and instructions for memorizing and using lexical chunks were beneficial for all learners. Qin (2004:135) instructs students to recite lexical chunk as a way of inputting English in the teaching of senior English writing. He finds that students’ English writing ability have been improved significantly.
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Chapter 3 Methodology .......... 19
3.1 Research Design ......... 19
3.1.1 Research Questions ........ 19
3.1.2 Research Subjects .......... 20
3.1.3 Research Instruments
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