开题报告陈述.ppt
开题报告陈述,第一章：引言,研究背景：对于英语学习者来说，阅读是英语四大技能中最为重要的一种能力。在我国，高中英语教学大纲和高中英语新课程标准都强调对中学生英语阅读能力的培养。可是，目前老师们采用的传统语法翻译法对提高学生的阅读能力帮助并不大，使学生们认为提高英语阅读水平十分困难。所以，如何帮助学生有效阅读是一个有待解决的问题。,研究目的：调查研究词块教学法对于外语学习者提高英语阅读能力的积极影响。研究意义：阅读理解在NMET中主要考查高中学生的阅读能力，许多学生由于阅读能力低下，不能再NMET中取得好的成绩。所以，寻找出有效提高学生们阅读能力的方法是必须要解决的问题。我国关于词块法的研究多达数属于思辨性的理论探讨和经验介绍，多数关注的是词块对写作、口语等教学的影响，其中研究词块在阅读教学中的作用的文章相对很少。论文框架：六章,第二章：文献综述,词块的概念解析 词块的定义 Nattinger&Decarrico(1992:l)described“They are multi-word lexical phenomena that exit somewhere between the traditional poles of lexicon and syntax,conventionalized form/function composites that occur more frequently and have more idiomatically determined meaning than language that is put together each time.They are similar to lexicon in being treated as units,yet most of them consist of more than one word,and many of them can,at the same time,be derived from the regular rules of syntax,just like other sentences.,Lewis(1993:37)thinks that lexicon is the collection of many ritualized bits of language,which are used to describe the ability of lexicon to“create new utterance”.词块的分类 Nattinger&DeCarrico(1992)将词块分成四类：1.聚合词（polywords）；2.惯用表达（institutionalized expressions）；3.短语限制语（phrasal constraints）；4.句型框架（sentence builders）.,Lewis(1997)将词汇组块分成四类:1.多词词汇(Poly一words);2.搭配组合(high frequency collocations);3.惯用语(institutionalized utterances);4.句子框架(sentence frames).,本文对词块的分类结合了Nattinger 5.句型框架(sentence heads or frames/sentence builders).,词块的功能：1.词块的一般语用功能 Nattinger&DeCarrico(1992:58)社交互动(social interaetions)功能；必备话题(necessary topics)功能；语篇装置(discourse devices)功能。,2.词块的组织功能：Nattinger&DeCarrico(1992:)(1)macro-organizer global macro-organizer local macro-organizer(2)micro-organizer,词块教学法 1.Lewis的词块教学法和外语教学 2.Nattinger&Decarrico的词块教学法和外语教学词块与阅读理解 1.国外的主要研究（Michael Lewis，Nattinger&Decarrico)2.国内的主要研究(Li Jun,Yao Baoliang,Tang Xianli,Zhang Ronghua and Ran Ruibing),第三章：理论基础,记忆规律 American Psychologist Miller finds the width of peoples short memory is about 7 plus or minus 2 units(Gui shichun，2000).Peoples working(or short-term)memory lasts no longer than thirty seconds with small capacity,so it is necessary to find ways of breaking down complex materials into related“chunks”before consigning these to the long-term memory store(Williams&Burden,2000).According to constructivist theory，learners are able to construct heir knowledge.If they enlarge the units of memory into lexical phrases，they can memorize well with the combination of repetition，association，understanding and application ways of memorizing.,认知理论 Cognitive Theory claims that language learning entails skill learning.It means that when a learner acquires or makes routine the skill of L2 learning,he or she has achieved automaticity.According to Bohns(1986)analysis of lexical chunks,drilling of lexical chunks is a kind of skill acquisition and it provides learners with an automatic learning method.,词块在语言习得中的作用 1.词块在第一语言习得中的作用 2.词块在第二语言习得中的作用,第四章:实验设计,研究问题:1.词块教学法能否提高高中学生的阅读成绩；2.词块教学法能否提高高中学生的阅读速度；3.高中学生的词块能力与阅读速度之间是否存在联系。,研究对象：酒泉市肃州中学高三年级120人。实验班，高三4班；控制班，高三5班研究过程：1.前测 2.实验 实验班教学设计：第一步（1周）：理解词块概念（定义、分类、功能）第二步（2-4周）：指导学生掌握词块的功能。第三步（5-18周）：指导学生将词块运用到教学当中。,控制班教学设计：第一步：学习文中词汇，解释意思和关键词；第二步：指导学生读文章，完成练习；第三步：老师检查学生答案；第四步：老师指导学生翻译整篇文章，解释难句。3.后测 4.访谈 5.数据采集 6.数据分析,第五章：结果及讨论,第六章：结论,
