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大学英语写作中词块使用情况的分析与研究

作　者: 刘婷婷
导　师: 马晓华
学　校: 东北林业大学
专　业: 英语语言文学
关键词: 词块多词词汇惯用表达式短语限制结构句型框架
分类号: H319
类　型: 硕士论文
年　份: 2012年
下　载: 92次
引　用: 0次
阅　读: 论文下载

内容摘要

写作是四项基本语言技能的重要组成部分,并且“写”的要求最高,难度最大。它要求学习者在掌握一定词汇量的基础上,把内化的知识创造性地表述出来。然而,目前大学生的写作成绩不太理想,学生普遍词汇量不足,或者即使掌握了大量的基本词汇,但写作的语篇组织能力不强,语言表达缺乏流畅性和地道性。为了解决这个难题,近年来越来越多的专家学者把目光聚集在了词块上。本文以Nattinger和DeCarrico对词块的四种分类(多词词汇：惯用表达式;短语限制结构;句型框架)为基础,对119名东北林业大学非英语专业二年级的学生的作文进行分析研究,作文的体裁包括大学英语四级考试中常出现的议论文和应用文。根据分数选出高分作文和低分作文作为数据分析原料,然后运用SPSS统计软件对数据进行定量分析。首先计算出每类词块在高分与低分作文中分别出现的频度;再分别对四类词块在高分与低分作文中的分布情况进行比较;然后用T-检验研究同类词块在高低分作文中出现的情况;接着运用Pearson相关分析方法,找出每类词块的使用情况同高分作文之间的相关性;最后对低分作文中出现的典型错误进行定性分析。研究结果表明,1)在这两种文体中,高分作文比低分作文中存在更多的词块,出现频度也更高;2)在议论文中,高低分作文中句型框架的使用最频繁;在应用文中,短语限制结构应用得最频繁；3)在这两种文体中,多词词汇,短语限制结构和句型框架的使用在高低分作文中均有显著性差异；4)在议论文中,句型框架对作文分数贡献最大；而短语限制结构对应用文的贡献最大；5)低分作文失分的原因一方面在于用词不够准确不够地道,另一方面在于篇章不够连贯紧凑。本文通过对大学英语写作中词块使用情况的调查研究,希望能够引起教师对词块理论的重视,在写作教学中运用词块理论,改善教学方式,帮助学生提高对于词块的认识,引导学生有意识地学习词块；同时,希望学生能够有针对性地学习各种词块,尤其是要提高自主学习的能力,努力写好各种文体,从而促进英语写作水平的提高。

全文目录

摘要  3-4
Abstract  4-8
1 Introduction  8-10
  1.1 Background of the Study  8-9
  1.2 Purpose of the Study  9
  1.3 Organization of the Thesis  9-10
2 Literature Review  10-26
  2.1 Definition of Lexical Chunks  10-11
  2.2 Calegories of Lexical Chunks  11-17
  2.3 Functions of Lexical Chunks  17-19
    2.3.1 Facilitating Language Fluency  17
    2.3.2 Promoting Language Idiomaticity  17-18
    2.3.3 Cultivating Text-Organizing Ability  18
    2.3.4 Improving Grammar Competence  18-19
  2.4 Theoretical Basis of Lexical Chunks  19-21
    2.4.1 Lexical Chunks in Psycholinguistics  19-20
    2.4.2 Lexical Chunks in Language Acquisition  20-21
  2.5 A General Study on Lexical Chunks and Writing  21-23
  2.6 Advantages of Lexical chunks in English Writing  23-25
    2.6.1 Quickly Organizing the Framework from the Whole  23-24
    2.6.2 Enhancing Coherence and Logic of Writing  24
    2.6.3 Improving Accuracy of Writing  24-25
    2.6.4 Promoting Idiomaticity of Writing  25
  2.7 Summary  25-26
3 Methodology  26-30
  3.1 Research Hypotheses  26
  3.2 Subject  26
  3.3 Instruments  26-27
  3.4 Procedures  27-28
  3.5 Date Collection and Analysis  28-29
  3.6 Summary  29-30
4 Results and Discussion  30-44
  4.1 Number and Frequency of Lexical Chunks Used in Writing  30-32
    4.1.1 Number and Frequency of Lexical Chunks Used in Argumentative Writing  30-31
    4.1.2 Number and Frequency of Lexical Chunks Used in Practical Writing  31
    4.1.3 Comparison of Number and Frequency of Lexical Chunks Used in Argumentativeand Practical Writing  31-32
  4.2 Distribution of Four Categories of Lexical Chunks between Two Groups  32-35
    4.2.1 Distribution in the Argumentative Writing  32-33
    4.2.2 Distribution in Practical Writing  33-34
    4.2.3 Comparison of Distribution of Lexical Chunks between Two Writings  34-35
  4.3 Difference of the Same Category of Lexical Chunks between Two Groups by T-test  35-37
    4.3.1 Difference of the Same Category Lexical Chunks in Argumentative Writing  35-36
    4.3.2 Difference of the Same Category Lexical Chunks in Practical Writing  36-37
    4.3.3 Comparison of Difference of the Same Category Lexical Chunks inArgumentative Writing and Practical Writing  37
  4.4 Correlation between Lexical Chunks and High Score Compositions  37-40
    4.4.1 Correlation between Lexical Chunks and High Score Compositions inArgumentative Writing  37-38
    4.4.2 Correlation between Lexical Chunks and High Score Compositions in PracticalWriting  38-39
    4.4.3 Comparison of Lexical Chunks Contributing to Compositions Scores  39-40
  4.5 Analysis of Low-score Compositions  40-42
  4.6 Summary  42-44
5 Pedagogical Implications  44-51
  5.1 Improving Teaching Methodology  44
  5.2 Raising Students' Awareness of Lexical Chunks  44-46
  5.3 Developing Strategies of Teaching Lexical Chunks  46-49
  5.4 Encouraging Autonomous Learning  49-50
  5.5 Summary  50-51
Conclusion  51-53
Notes  53-54
Bibliography  54-57
Appendix  57-59
Publications during M.A.Study  59-60
Acknowledgements  60-61

大学英语写作中词块使用情况的分析与研究

内容摘要

全文目录

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