打印詞塊教學(xué)與學(xué)生英語(yǔ)閱讀能力的提高

Acknowledgements

Thethesiswouldnothavebeencompletedwithintheanticipatedtimewithoutthe

helpandencouragementfrommanypeople.

Firstofall,IshouldliketoacknowledgeadeepsenseofgratitudetoProf.Guo

Naizhaoforhisenlightening,warm-hearted,meticulousandsuperbsupervisionand

guidancewhichledtotheconceptionoftheresearchprojectandthefinalizationof

mymasterthesis.

IamalsoextremelygratefultoProf.Bai,Prof.Zhangandallthoseprofessors

whohaveinstructedmeprofessionalknowledgeonlinguistics,teachingmethodologyand

someothersubjectsduringmythree-yearstudyinShanxiUniversityofFinanceand

Economyfortheirgeneroussupportandencouragementformyacademicendeavors.

Again,IamdeeplyindebtedtoalltheteachersandstudentsfromShanxiMedical

Universitywhoassistedmeincollectingallthevaluabledataforthepresentstudy.

Lastbutnottheleast;Iowedeepappreciationtomyparentsandmyhusbandfor

givingmeendlesssupportandencouragement.Itwasthesevaluablethingsthathelped

Abstract

“Wherethereislittlereadingtherewillbelittlelanguagelearning./zReading

andlanguagelearningareinterdependent,withoutreading,nothingcanbedoneinthe

developmentofcompetenceinlistening,speakingandwriting.Readingisofgreat

importanceforcollegestudents.However,afteryearsofEnglishlearning,manyChinese

collegestudentsstillhavesomedifficultiesinreadingcomprehensionthoughtheyhave

spentmuchtimeandenergyonit.

Languagetraditionallyusedtobethoughtastwoindependentsystems:vocabulary

andgrammar.ThisconcepthasdeeplyrootedinthecontextofEnglishteachinginChina.

However,inrecentyears,thelexicalchunksapproachwhichwasputforwardbyLewis

in1993,hasreceivedgreatinterestsinsecondlanguageteachingasanalternativeto

grammar-basedapproach.Thecoreprincipleoflexicalchunksapproachisthatlanguage

consistsofgrammaticalizedlexisratherthanlexicalizedgrammar.Asacompositeof

languageformandfunction,lexicalchunkindicatesthepositiveinteractionof

semantics,syntaxandpragmatics,andpromotesthedevelopmentoflanguageutterances;

itbreaksthroughthetraditionalsenseofthewordandcollocation,whosescopehas

beenexpandedtosentenceorevendiscourse,whichareconducivetodiscourse

comprehensionabilities(Lewis,1993).Lexicalchunkscanreducetheburdenoflanguage

processing,speedupthelanguageacquisitionandfacilitatelanguageoutput.Thewide

existenceandimportanceoftheselexicalunitsinthelanguageteachinghavebeen

noticedanddiscussedbyanumberoflinguistsinChinaandabroad.Thoughtherecent

yearshavewitnessedthegreatdevelopmentofresearchesintolexicalchunks,thenumber

ofresearchesintolexicalchunksapproachandEnglishreadingisstilllimitedathome

andtheresearcheswithrespecttoeffectsoflexicalchunkinstructionondifferent

typesofreadingactivitieshavenotbeenfoundyet.

ForChinesestudents,theimprovementofreadingabilityisthebasisforthe

cultivationoftheirEnglishcomprehensivecompetence.Nearlyallnon-Englishmajors

arerequiredtotakeCET4,inwhichmanyofthemfindReadingComprehensionquite

aimstoanswerthefollowingresearchquestions:

(1)DoesthelexicalchunksinstructionenhancetheEnglishreadingproficiencyof

collegestudents?

(2)Towhatextentdoesthelexicalchunksapproachaffectthedifferenttypesof

reading:extensivereading(skimming)andintensivereading(clozeandgeneralRC)and

correspondinglywhatareeffectivewaysofteachingorteachingtechniquesconcerning

itsapplicationtodifferentcases?

Theempiricalresearchwasconductedamong96sophomoresfromtwodifferentclasses

majoringinpharmacyandclinicalmedicineinShanxiMedicalUniversity.Twotestsand

twoquestionnaireswereinvolvedintheresearch.Thelexicalchunksapproachwasapplied

totheexperimentalclass,whilethetraditionalteachinginthecontrolclass.

Theresultsobtainedshowthatthetotalreadingscoresandeventhescoreoneach

typeofreadingactivityintheexperimentalclassareconspicuouslyhigherthanthat

ofthecontrolclass,whichprovesthatthelexicalapproachiseffectiveinimproving

thestudents,readingproficiency.Tobespecific,amongthethreetypesofreading

activities,theimprovementinthebankedclozewhichisconsideredbymajorityof

subjectsasthemostdifficultreadingexercisehasturnedouttobethegreatestof

all,whiletheimprovementingeneralreadingcomprehensionandskimmingfollows

respectivelyasthesecondandthirdplace.Furthermore,throughdataanalysisbased

onthequestionnairesafterthelexicalchunksapproachhasbeenintroducedinEnglish

classroom,mostofsubjectsintheexperimentalclassarepositiveabouttheapproach

inreadingandthechangeoftheirlearningattitudesbeforeandafterisapparent,too.

Therefore,itcanbeconcludedthatthelexicalchunkapproachisateachableand

effectiveapproachinimprovingstudents'readingability,especiallyinbankedcloze.

“沒(méi)有閱讀就沒(méi)有語(yǔ)言學(xué)習(xí)”。語(yǔ)言學(xué)習(xí)與閱讀是相互依存的，如果不通過(guò)閱讀，就不可

能在語(yǔ)言的聽、說(shuō)、寫方面有任何發(fā)展。對(duì)于當(dāng)今大學(xué)生來(lái)說(shuō)，閱讀也尤為重要，然而，經(jīng)過(guò)

多年的英語(yǔ)學(xué)習(xí)之后，在文章理解方面，他們依然面臨著很多問(wèn)題。

傳統(tǒng)的觀念認(rèn)為，語(yǔ)言是由兩個(gè)獨(dú)立的系統(tǒng)所構(gòu)成的：語(yǔ)法和詞匯。而這一觀念也深深扎

根于中國(guó)的語(yǔ)言教學(xué)中。然而，近幾年來(lái)，由Lewis于1993年提出的詞塊教學(xué)法，取代了語(yǔ)法

翻譯法，在二語(yǔ)習(xí)得領(lǐng)域得到了人們廣泛的關(guān)注。詞塊，突破了傳統(tǒng)意義上的詞匯及搭配的范

圍，已經(jīng)擴(kuò)大到語(yǔ)句甚至語(yǔ)篇的范疇，有利于語(yǔ)篇理解能力的培養(yǎng)(Lew-1993),它結(jié)合了語(yǔ)

言的形式與功能，能夠體現(xiàn)語(yǔ)義、句法及語(yǔ)用之間的關(guān)系，因此，詞塊的有效習(xí)得對(duì)語(yǔ)言的生

成和發(fā)展都有很大的促進(jìn)作用。詞塊理論認(rèn)為語(yǔ)言是由語(yǔ)法化的詞匯而不是詞匯化的語(yǔ)法組成

的，詞塊可以有效的減輕記憶負(fù)擔(dān)，并加快對(duì)語(yǔ)言的處理速度，從而有利尸語(yǔ)言的習(xí)得和輸出。

詞塊的廣泛存在以及在語(yǔ)言教學(xué)中的作用受到了國(guó)內(nèi)外語(yǔ)言學(xué)家的熱議，而詞塊教學(xué)法也越來(lái)

越成為國(guó)內(nèi)外母語(yǔ)與二語(yǔ)習(xí)得關(guān)注的焦點(diǎn)。近幾年來(lái)，雖然國(guó)內(nèi)外詞塊教學(xué)研究得到了很大的

發(fā)展，但是關(guān)于詞塊與閱讀的實(shí)證研究在國(guó)內(nèi)仍相對(duì)有限，而關(guān)于詞塊教學(xué)與不同類型閱讀題

理解能力的研究則仍尚未發(fā)現(xiàn)。

對(duì)于我國(guó)大學(xué)生來(lái)說(shuō)，閱讀能力的提高是培養(yǎng)學(xué)生英語(yǔ)綜合應(yīng)用能力的基礎(chǔ)。為了達(dá)到《大

學(xué)英語(yǔ)課程教學(xué)要求》提出的培養(yǎng)學(xué)生綜合應(yīng)用能力的要求，結(jié)合詞塊教學(xué)理論，并針對(duì)我國(guó)

現(xiàn)階段所有的非英語(yǔ)專業(yè)大學(xué)生都要求參加大學(xué)英語(yǔ)四級(jí)考試，以及考生普遍反應(yīng)閱讀理解題

相對(duì)較難的現(xiàn)狀，本文著力探討以下兩個(gè)問(wèn)題：

1.考察“詞塊教學(xué)法”是否有利于提高大學(xué)生英語(yǔ)閱讀理解能力？

2.探索“詞塊教學(xué)法”應(yīng)用于不同類型閱讀理解題的影響程度以及其有效的教學(xué)策略或方

法。

本研究對(duì)山西醫(yī)科大學(xué)臨床與藥學(xué)專業(yè)09級(jí)兩個(gè)班(96名)的學(xué)生進(jìn)行了實(shí)驗(yàn)研究，采

用了兩次測(cè)試和兩次問(wèn)卷的形式，實(shí)驗(yàn)過(guò)程中，控制班延用了傳統(tǒng)的教學(xué)方式而實(shí)驗(yàn)班則采用

詞塊教學(xué)法授課。

研究數(shù)據(jù)表明，實(shí)驗(yàn)班的總閱讀成績(jī)以及其他三項(xiàng)閱讀題的成績(jī)都明顯高于控制班，這一

結(jié)果驗(yàn)證了詞塊教學(xué)對(duì)提高大學(xué)生英語(yǔ)閱讀能力的有效性，而在三種不同的四級(jí)閱

讀題型中，提高幅度比較明顯的是，大部分學(xué)生認(rèn)為最難的選詞填空題，其次是普通閱讀理解

和快速閱讀。

關(guān)鍵詞：詞塊：詞塊教學(xué)法；英語(yǔ)閱讀

Listoftables

1.Table3-1TheInformationaboutthesubjects

2.Table3-2Theteachingproceduresofthetwophases

3.Table4-1Caseprocessingsummary

4.Table4_2Thesubjects,attitudestowardsreadingbetweentheCCandEC

5.Table4_3Thesubjects?readinghabitsbetweentheCCandEC

6.Table4-4Thesubjects,difficultiesinreadingbetweentheCCandEC

7.Table4_5Thesubjects'viewsofpresentreadingteachingbetweentheCCand

EC

8.Table46ThesubjectsknowledgeoflexicalchunksapproachbetweentheCCand

EC

9.Table4-7Descriptivestatisticsofthepre-testintheCC

10.Table4.8Descriptivestatisticsofthepre-testintheEC

11.Table4-9Kolmogorov-SmirnovTestofpre-testscoresbetweentheCCandtheEC

12.Table4-10TheIndependentSampleTestofpre-testscoresbetweentheCCandthe

EC

13.Table4-11Pairedsamplestatisticsbetweenthepre-testandpost-testscores

oftheCC

14.Table4-12PairedSampleTestbetweenthepre-testandpost-testscoresofthe

CC

15.Table4-13Pairedsamplestatisticsbetweenthepre-testandpost-testscores

oftheEC

16.Table4-14PairedSampleTestbetweenthepre-testandpost-testscoresofthe

EC

17.Table4-15Comparisonofthepost-testscoresonskimmingbetweentheCCandEC

18.Table4-16TheIndependentSampleTestofthepost-testscoresonskimmingbetween

theCCandEC

19.Table4-17Comparisonofthepost-testscoresonbankedclozebetweentheCCand

EC

V

23.Table4-21Comparisonofthepost-testtotalreadingscoresbetweentheCCand

EC

24.Table4-22TheIndependentSampleTestofpost-testtotalreadingscoresbetween

25Table4-23Thesubjects'attitudestowardsLCapproach

.Table4-24Thesubjects,readingstrategiesaftertheexperiment

26Table4-25Thesubjects'difficultiesinreadingafterthe

,experiment

27Table4-26Thesubjects'suggestionsconcerningtheLCapproach

VI

Contents

Abstract......................................................................i

...........................................................................................................................................................................................................m

ChapterOneIntroduction.........................................................1

1.1Backgroundofthestudy..............................................1

1.1.1Importanceofreadinginlanguageacquisition....................1

1.1.2PresentsituationofEnglishreadingteachingin............China

2

1.1.3Presentsituationofreadingcomprehensionforcollegestudents

3

1.1.4Lexicalapproach..................................................4

1.2Purposesofthestudy.................................................5

1.3Organizationofthethesis............................................5

ChapterTwoLiteratureReview...................................................7

2.1ReadingComprehension.................................................7

2.1.1Definitionofreadingcomprehension..............................7

2.1.2Classificationofreadingactivities.............................8

2.2Lexicalchunks.........................................................9

2.2.1Definitionoflexicalchunks.....................................9

2.2.2Classificationoflexicalchunks................................11

2.2.3Functionsoflexicalchunks.....................................12

Thegeneralfunctionsoflexicalchunks.....................12

Theorganizingfunctionsoflexicalchunks

14

2.3Lexicalapproach....................................................15

2.3.1Lewis'slexicalapproach.......................................15

2.3.2JamesR.NattingerandJeanetteS.Decarrico,sapproach........16

2.4Majorstudiesonlexicalchunks..................................abroad

17

2.5Majorstudiesonlexicalchunksin................................China

19

ChapterThreeResearchDesignandMethodology....................................23

3.1Researchquestions....................................................23

3.2Subjects..............................................................23

3.3Instruments...........................................................24

3.3.1Pre-test.........................................................24

3.3.2Post-test........................................................24

3.3.3Questionnaires...................................................25

24Tparhincrnrnrpdnrp.q25

3.4.2Teachingproceduresinthecontrolclass........................33

ChapterFourDataAnalysisandDiscussion.....................................35

4.1Caseprocessingsummary..............................................35

4.2StatisticalresultsofQuestionnaire1............................35

4.3Statisticalresultsofthepre-testintheCCandEC.................38

4.4Verticalcomparisonofthesubjects*reading...............achievements

41

4.4.1Thereadingachievementsbeforeandaftertheexperimentinthe...CC

41

4.4.2Thereadingachievementsbeforeandaftertheexperimentinthe...EC

42

4.5Horizontalcomparisonofthesubjects'readingachievementsinthe

post-test

betweentheCCandtheEC..........................................43

4.5.1Readingachievementsonskimming.................................43

4.5.2Readingachievementsonbankedcloze.............................44

4.5.3ReadingachievementsongeneralRC..............................45

4.5.4Totalreadingachievements.......................................45

4.6StatisticalresultsofQuestionnaireII..............................46

4.7Discussion............................................................49

ChapterFiveConclusion.........................................................52

5.1Majorfindings.......................................................52

Appendix167

AppendixII75

AppendixIII81

PublishedPapers.................................................................93

目錄

英文摘要.................................................................................................................................................i

攸覲..........................................................................iii

M-M...........................................................................................................................................................i

1.1研究背景.............................................................1

1.1.1閱讀在語(yǔ)言習(xí)得中的重要性.........................................1

1.1.2中國(guó)英語(yǔ)閱讀教學(xué)目前現(xiàn)狀.........................................2

1.1.3中國(guó)大學(xué)生的英語(yǔ)閱讀現(xiàn)狀..........................................3

1.1.4詞塊教學(xué)法......................................................4

1.2研究目的.............................................................5

1.3論文框架.............................................................5

第二章文獻(xiàn)綜述..................................................................7

2.1閱讀理解..............................................................7

2.1.1閱讀理解的定義...................................................7

2.1.2閱讀的分類......................................................8

2.2胃土夬................................................................9

2.2.1詞塊的定義.......................................................9

2.2.2詞塊的分類......................................................11

2.2.3詞塊的功能......................................................12

一般語(yǔ)用功能...............................................12

組織功t?泛.................................................14

2.3詞塊教學(xué)法...........................................................15

2.3.1Lewis詞塊教學(xué)法.................................................15

2.3.2Nattinger&.Decarricoi司塊教學(xué)法.................................16

2.4國(guó)外詞塊主要研究.....................................................17

2.5國(guó)內(nèi)詞塊主要研究.....................................................19

第三章研究設(shè)計(jì)與方法.........................................................23

3.1研究問(wèn)題............................................................23

3.2研究對(duì)象............................................................23

3.3研究方法............................................................24

3.3.1前測(cè)............................................................24

3.3.2后測(cè)............................................................24

3.3.3問(wèn)卷............................................................25

3.4教學(xué)步驟............................................................25

3.4.1實(shí)驗(yàn)班教學(xué)步驟..................................................25

實(shí)驗(yàn)第二階段課文教案范例...................................26

閱讀練習(xí)中選詞填空教案范例.................................31

3.4.2控制班教學(xué)步驟..................................................33

第四章數(shù)據(jù)分析與討論...........................................................35

4.1案例處理摘要.........................................................35

4.2實(shí)驗(yàn)前問(wèn)卷數(shù)據(jù)分析...................................................35

4.3控制班與實(shí)驗(yàn)班前測(cè)成績(jī)數(shù)據(jù)分析.......................................38

4.4閱讀成績(jī)縱向?qū)Ρ确治?................................................41

4.4.1控制班前后測(cè)成績(jī)對(duì)比............................................41

4.4.2實(shí)驗(yàn)班前后測(cè)成績(jī)對(duì)比............................................42

4.5實(shí)驗(yàn)班與控制班后測(cè)成績(jī)橫向?qū)Ρ确治?.................................43

4.5.1快速閱讀成績(jī)對(duì)比................................................43

4.5.2選詞填空成績(jī)對(duì)比................................................44

4.5.3篇章閱讀理解成績(jī)對(duì)比.............................................45

4.5.4總閱讀成績(jī)對(duì)比..................................................45

4.6實(shí)驗(yàn)后問(wèn)卷數(shù)據(jù)分析...................................................46

4.7i寸i侖.............................................................49

第五章結(jié)論....................................................................52

5.1主要研究結(jié)果........................................................52

5.2教學(xué)啟示.............................................................57

5.3研究的局限..........................................................59

參考文獻(xiàn).......................................................................61

?1...................................................................................................................................................67

I第n...................................................................................................................................................75

11III...............................................................................................................................................81

..............................................................................................................................................93

ChapterOneIntroduction

1.1Backgroundofthestudy

1.1.1Importanceofreadinginlanguageacquisition

AsBrightandMcGregor(1970:52)statethat“Wherethereislittlereadingthere

willbelittlelanguagelearning."Amongthefourskillsoflanguagelearning,reading

isgenerallybelievedbylinguistsandlanguageeducatorsasaveryimportantinputway

inlanguageacquisition.

Krashen，stheoryoftheNaturalApproachwhichisbasedonbuiIdingcompetence

throughexposuretocomprehensibleinputalsoindicatesthevalueofreading:"reading

maycontributesignificantlytocompetenceinasecondlanguage.Thereisgoodreason;

infact,tohypothesizethatreadingmakesacontributiontooverallcompetence,toall

fourskills"(Krashen&Terrel,1983:131).Readingbenefitsgrammaticalknowledgeand

vocabularydevelopmentandconsequentlyoverallcompetenceincreases.

Readingisdefinedas“acomplexinformationprocessingskillinwhichthereader

interactswithtextsoasto(re)createmeaningfuldiscourse,,(Silberstein2002:12),

“meaningreadingandunderstanding”(Ur2000:138).IntheviewofNunan(2000),reading

isbasicallytransferringofmeaningormessage,namely:frommindtomind,fromwriter

toreaders.

Forsecondlanguagelearners,itisessentialtoreadwellinatargetlanguage.

WillLangston(2001)heldtheviewthatcomprehensioniscriticallyimportanttothe

developmentofstudentsJreadingskillsandthereforetotheabilityofobtainingan

education.Readingplaysaveryimportantroleinourlives,inthepresentcompetitive

world,peopleneedtodeveloptheirreadingabilitytoreadefficientlyandbenefitfrom

thewealthofinformation;inEnglishlearning,varioustestsalsoclearlyindicatethe

importanceofreading.Readinginaforeignlanguageallowsforonemorechannelof

communicationandforanimportantsourceofinput,inabroadsense,It'sbyreading

thatonebuildsandexpandshisknowledge.Withoutreading,nothingcanbedoneinthe

1

knowledgeandreadingabilityenhanceslinguisticknowledgeexpansion.

1.1.2PresentsituationofEnglishreadingteachinginChina

Beingthemostwidelytaught,read,andspokenlanguageintheworld,Englishhas

becometheinternationallanguageasitisspokenbothbyalargenumberofnativeand

non-nativespeakersofotherlanguages;itservesasalanguageofwidercommunication

andhasachievedagenuinelyglobalstatusasaresultofitsspecialrolerecognized

ineverycountry.Undersuchcircumstances,greaterimportancehasalsobeenattached

toEnglishteachinginChina.

Inthetraditionalview,languageusedtobethoughtastwoindependentsystems:

vocabularyandgrammar.ThisconcepthasdeeplyrootedinthecontextofEnglishteaching

inChina.Forquitealongtime,ChineseEnglishteachinghasbeenrevolvingaroundthe

grammar-trans1ationapproach.Therefore,thegeneraltendencyofreadingteaching

featuresasattachingmoreimportancetogrammarandsyntacticanalysisthantothe

connotationofthereadingpassageandthetrainingofreadingability.

ThegeneralteachingmodelofEnglishreadinghasthefollowingcharacteristics:

1.Usually,teachersfocusedonexplainingthemeaningsandusagesofeachword

andexpression;theypaymuchattentiontoexplaininggrammaticalrulesandanalyzing

sentencestructures.

2.Englishreadingteachingisteacher-centered;thewholeclassisdominatedby

theteacherwhilestudentsplaypassiveroles.

3.Undertheguidanceofthetraditionalteachingmodel,readingcomprehensionhas

becomeamechanicalandrigidprocess,therefore,itbecomesaratherdullandboring

activitywhichleadstolowcomprehensionlevel.

Tosumup,withthetraditionalteachingconcept,readingislimitedinthe

linguisticareaandformostofstudents,readingisnaturallybeenthoughtasaprocess

thatreadersunderstandtheliteralmeaningofthetextbyreceivinginformationofword

marksandusingknowledgeoflexicologyandgrammar.Asaresult,theactiveroleof

studentsandthetrainingoftheirreadingskillsandabilitieshavebeenneglectedwhich

2

inefficientandtime-consumingteaching.Therefore,howtoteachstudentstoread

accuratelyandsuccessfullyhaspuzzledmostEnglishteacherstoo.

1.1.3Presentsituationofreadingcomprehensionforcollegestudents

Inmodernworld,thereisnodoubtthattheabilityofusingEnglishhasbeenplaying

anincreasinglyvitalrolebothinone'sacademicachievementandfuturecareer.

Therefore,allChinesestudents,whethertheymajorinEnglishorothersubjects,are

requiredtotakeatwo-yearlengthEnglishcourseincollege.

Thenaturalsequenceoflearningalanguageisthatfirstitislistenedandspoken,

andthenitisreadandwritten.InthecaseofEnglishinChina,it'squiteadifferent

storyforitisfirstreadandlistened,andthenitisspokenandwrittenwhichsymbolizes

theimportanceofreadinginforeignlanguagelearning.

AsformostoftheChinesestudents,Englishreadingcomprehensionismorethan

aproblem.WhenstudentsareaskediftheyliketoreadinEnglish,mostofthemwill

probablyanswerwithouthesitationthatreadingissuchaboringactivityortheydo

notlikethetypeoftextsprovided.

Obviously,afteryearsoflearning,manyChinesecollegestudentsarestillhaving

manydifficultiesinunderstandingthereadingpassagesverywell,thoughtheyspend

muchtimeandenergyonitIt'swildlyacknowledgedthatChineselanguageisquite

differentfromEnglish,whenChineselearnerstrytocomprehendanEnglishtext;they

usuallyfacevariousproblemsinlinguisticaspects,such