隨著現(xiàn)代認(rèn)知心理學(xué)和構(gòu)建主義教學(xué)理念的發(fā)展,現(xiàn)代外語(yǔ)研究的重點(diǎn)也發(fā)生了改變。從原來(lái)關(guān)注教師的“教”轉(zhuǎn)向聚焦學(xué)生的“學(xué)”。詞塊,作為一種固定或半固定的結(jié)構(gòu),可以在寫(xiě)作過(guò)程中整存整取。這樣可以有效地減輕記憶負(fù)擔(dān)。它們的發(fā)展反映了學(xué)生外語(yǔ)學(xué)習(xí)的過(guò)程,是探索外語(yǔ)教學(xué)路徑的一個(gè)新視角。本文以外語(yǔ)學(xué)習(xí)者個(gè)體差異和詞塊分類理論為基礎(chǔ),以贛州市某所重點(diǎn)高中的高三年級(jí)三個(gè)層次6個(gè)班的150名學(xué)生為研究對(duì)象,意欲探討不同層次學(xué)生作文中詞塊的分布及其相關(guān)性。本實(shí)驗(yàn)要研究的問(wèn)題有四個(gè):一、不同層次的學(xué)生作文中四類詞塊的分布是什么?二、學(xué)生在作文中對(duì)四類詞塊的運(yùn)用能力與文理分科是否有相關(guān)性,如果有,顯著差異是什么?三、學(xué)生在作文中對(duì)四類詞塊的運(yùn)用與男女性別是否有相關(guān)性,如果有,顯著差異是什么?四:被試學(xué)校在其英語(yǔ)教學(xué)中得到的啟發(fā)是什么?結(jié)果表明,不同層次的學(xué)生在其作文中詞塊運(yùn)用的能力是不相同的,A層次最好,B層次次之,C層次最弱。詞塊在寫(xiě)作中的運(yùn)用情況確實(shí)與文理分科存在相關(guān)性,但與性別無(wú)關(guān)聯(lián),本文旨在通過(guò)對(duì)學(xué)生在英語(yǔ)寫(xiě)作中詞塊運(yùn)用情況的調(diào)查研究來(lái)了解學(xué)生的學(xué)情,進(jìn)而對(duì)今后的研究者和課堂教學(xué)提供有利的參考和借鑒。

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 The Significance of the Study
    1.3 The Questions of the Study
    1.4 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Brief introduction of Lexical Chunks
        2.1.1 Definition of Lexical Chunks
        2.1.2 The Classification of Lexical Chunks
        2.1.3 The Functions of Lexical Chunks
    2.2 Individual Differences
        2.2.1 Learning Strategies
        2.2.2 Learning Motivation
        2.2.3 Gender Differences in Learning Strategies and Motivation
        2.2.4 Academic background in Learning Strategies and Motivation
    2.3 Previous Researches on Lexical Chunks
        2.3.1Researches Abroad
            2.3.1.1 Research Method
            2.3.1.2 Lexical Chunks and Second Language Acquisition
        2.3.2 Researches at Home
    2.4 Summary
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
    3.4 Research Procedure
    3.5 Data Collection
Chapter 4 Results and Data Analysis
    4.1 Statistical analysis of the compositions
        4.1.1 Statistical Analysis in Three Levels
        4.1.2 The comparison analysis of four types of lexical chunks
        4.1.3 The T-test analysis in the division of liberal arts and science classes
        4.1.4 The T-test Analysis in Genders
    4.2 Summary of the Results
Chapter 5 Conclusion
    5.1 Major Findings of the Study
    5.2 Implications for English Teaching and Learning
    5.3 Limitations of the Research
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
References



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