词汇论在高中英语阅读教学之应用研究

词汇论在高中英语阅读教学之应用研究

来源:www.51fabiao.org作者:lgg发布时间:2015-06-20 13:00论文字数:36254字
论文编号:fbo201506161414586259论文地区:中国论文语言:English论文类型:硕士毕业论文
Many researchers have made a great many of different surveys on the present situation of SeniorHigh School English Reading Teaching in China. Yuan Chunyan (2007) interviewed 24 teachers from 6different schools in different places of Guangdong Province

Chapter One Introduction


1.1 The General Background of EFL Teaching and Learning in Senior High Schools in China.
The situation in which English is taught in senior high schools in China always deserves our attention.Actually only those who have actually taught English in China’s senior high schools can visualize the sceneof forty, fifty or even sixty students learning together in a single classroom. According to Sun Guangzhen’s(2013) survey report, who’s a teacher from Huazhou Senior High school in Henan Province, Englishteaching theories, approaches or methodologies do not often take the reality of large size classes intoconsideration. Little credit can be given to their practicality in terms of actual application in such classroomsettings. Teachers are hopeless in trying to adopt the newest established theory, approach or methodology attimes. This is strongly related to both social, cultural, economic differences as well as local teaching.Indeed, when we discuss any issue about language teaching and learning, cultural differences shouldcontribute immensely to the thrust of the discussion. These issues may include the differences ofeducational systems, learning conditions, teaching and learning styles, learning differences betweenWestern and Eastern cultures and differences in needs for language use. Tang Weiping, a senior high schoolteacher from Jiansu Province (2013) described what he got after his survey. He found in China’s seniorhigh schools, especially the ordinary ones, most students remain silent even when they want to askquestions and participate. Most students feel ashamed of making errors in front of their classmates. In somecases we can even find students’ hostility and fear towards learning English: some students say that theyhate English and are afraid of it. Those can to a great extent be attributed to its culture of “losing face” andthe students’ lack of confidence in using English. Chinese senior high students may have big vocabulary,but they don’t know how to use them correctly and properly while speaking and writing.
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1.2 The Present Situation of Senior High School English Reading Teaching in China
Many researchers have made a great many of different surveys on the present situation of SeniorHigh School English Reading Teaching in China. Yuan Chunyan (2007) interviewed 24 teachers from 6different schools in different places of Guangdong Province. She found in China, most teachers in seniorhigh schools still adopted conventional reading teaching model, which has overemphasized grammarexplanation, simple sentence analysis and vocabulary study, thus breaking a text into pieces of grammaticalunits. As a result, students failed either to understand the meaning of the whole text or to develop a goodreading habit. Ren Ling (2012) interviewed 102 senior high school students in Changning District inShanghai, She found most senior high school English teachers paid much attention to analyzing the readingmaterials sentence by sentence while ignoring the training of the students’ reading strategies. The readingcontent is divided in individual words. Students can only recognize the words not the meaning of the wholetext.Reading proficiency is determined by reading skills. According to Wassman and Rinsky (2000, p. 2,cited in Suparman, 2005, p. 141),
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Chapter Two Literature Review


2.1 Major Studies on Lexical Approach Abroad
Lexical Approach is first termed by Lewis (1993). Lewis writes two masterpieces on LexicalApproach: The Lexical Approach- The State of ELT and a Way Forward (1993) and Implementing TheLexical Approach- Putting Theory into Practice (1997). In these two masterpieces, he shows how importantgrammaticalised lexis in language teaching and learning is, that is to say how to apply lexical chunks tolanguage learning and teaching. He insists that lexis is vital and fundamental to communication. Hebelieves that word combination has strong productivity. Prefabricated chunks play an important part inlanguage. They help language learners use the language properly and fluently. He insists that the center oflanguage teaching should be focused on lexical chunks because “language consists not of traditionalgrammar and vocabulary, but often of multi-word prefabricated chunks.” (Lewis, 1997: 7). He suggestslanguage teachers should learn how to identify multi-word items as well as help their students to developthe ability to do the same. Lexical Approach implies greatly increased emphasis on listening and spokenexamples for learners at all level. It also implies increased emphasis on extensive reading for literatelearners.Just as Lewis believes, if teachers really want lexis to be learnable and helpful to language learners,proper ways must be found. It’s impossible to find a single organizing principle to describe the language.Lewis (1997) gives 10 principles which are more accessible and closer to language learners’ dailyexperience of using language.
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2.2 Major Studies on Lexical Approach in China
In the past decade, there have been much attention paid to Lexical Approach in China. To startwith, the studies on Lexical Approach are mostly about the definition and general effect in EFL teaching. Then when more studies conducted, the focus of studying Lexical Approach are changed from theoreticallevel to practical one. In recent years, many EFL teaching researchers have done different studies onLexical Approach and EFL teaching in China. Lexical Approach is usually translated as “词汇法” inChinese, however, there’s still no fixed term for “lexical chunk”. The most common used ones are “语块”,“词块” or “词汇组块” are most commonly names in Chinese for “ lexical chuck”.Lian Jie (2001) thinks that lexical chunks play a significant part in second language acquisition. In thearticle, she gives the specific classification and main characteristics of lexical chunks.Zhang Zhenhua (2002) pays his attention mainly on phrasal verbs. He mentions that teaching lexicalchunks in EFL class is very important and helpful. It can contribute to almost every part in languageteaching and learning.Pu Jianzhong (2003) shows the relationship between lexis and grammar in his article. He thinks someEnglish learners in China are lack of world knowledge. Partly we can blame it on their poor command ofusing common words especially the usage of collocations. He also claims that the center of lexis teachingand learning should be put on lexical chunks.
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Chapter Three Theoretical Framework ............ 10
3.1 Reading Teaching in EFL.... 10
3.2 Lexical Approach ....... 12
Chapter Four Research Methodology ............ 16
4.1 Research Questions.... 16
4.2 Experimental Subjects ........ 16
4.3 Experimental Design........... 16
4.3.1 The Literature Material ..... 17
4.3.2 Tests and Questionnaire. ............ 17
4.4 Research Procedures ........... 18
Chapter Five Data Collection and Analysis ..... 29
5.1 Data Collection .......... 29
5.2 Case Processing Summary ........... 29
5.3 Data Analysis of Pre-test between CC and EC ....... 29
5.4 Data Analysis of post-test between CC and EC ...... 31
5.5 Data Analysis of Questionnaires ........... 32


Chapter Five Data Collection and Analysis


5.1 Data Collection
The source of the data in this research is from the tests, the questionnaires, the classroom observation andthe interview for the students. All the data will by analyzed by SPSS 19.0. The HPS (highest possible score) of pre-test is 40. According to the above analysis of Table5.1, the mean score of CC is M=16.40 while the mean score of EC is M= 16.55. And as shown in Table5.2, the t-test Significance Probability P= 0.911> 0.05, which shows there is no significant difference inthe participants’ English reading proficiency between these two classes. it shows that the mean score in EC (M=22.6) is higher than that in CC (M= 19.1) inthe post-test, which indicates that EC makes great progress after they were taught applying lexical chunkteaching approach. By independent-samples T test, Table 5.6 shows that as in total of the post-testP=0.009< 0.05, which shows after the experiment there is statistically significant difference between thesetwo classes.


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Conclusion


Lexical Approach has encouraged us to identify large units of language and focused our attention onnaturally occurring expressions instead of rule-generated sentences. The application of Lexical Approach isnecessary and important to language leaning. Learning lexical chunks is helpful for language learners tounderstand how language structure can be efficiently described and it is equally helpful to understand howlanguage is actually used.There are some direct influences on English reading teaching and learning.First, applying the Lexical Chunks can help make memorizing lexis easier. Expanding the learners’lexicon is one of the particular goals in Lexical Approach. By using phonological chunking and immerselistening input, it’s easier for learners to learn the chunks at a whole. That can decrease the burden ofremembering of a large amount of individual words. In Lexical Approach, lexis is introduced to students inreal and authentic listening and reading materials. As a result, it will be easier and more helpful forstudents to understand and memorize the lexis in context than without context. In addition, teaching andusing lexical chunks as wholes can help avoid some pragmatic errors and improve the accuracy oflanguage. Simultaneously, learners can express themselves fluently with lexical chunks because theyconcentrate on longer expressions instead of the individual words. When students get a good command oflexis, the difficulties of reading can be lessened.
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References (omitted)