本文是一篇英语论文，此项研究主要针对高中英语阅读教学中如何运用词块教学方法展开了探讨和分析，目的是研究如下两个问题：（1）词块教学法对于高中生英语阅读能力有什么影响？（2）词块教学法对于高中生英语阅读兴趣有什么影响？
Chapter 1 Introduction
1.1 Background of the Study
English is a linguistic discipline.The value of English lies in its practicalapplication,that is,the acquisition of information and oral or writtencommunication through English.The premise of achieving this goal is thatlearners have accumulated a certain amount of language input.In the process oflearning English,the most efficient input is English reading,which is extremelyvalued.Through necessary English reading,students can not only get theinformation they want from the materials through their English knowledge andreading ability,but also accumulate their knowledge reserve.In addition,goodreading is of great help to improve students’language usage norms,languagesensitivity and communicative competence.In English teaching,attention shouldbe paid to cultivating students’English reading ability.This is also the basis forstrengthening its practical application.
Students have been exposed to English at a very young age.Many studentshave begun to learn English systematically in primary school.However,the highschool stage is a key time to learn English.We must attach importance to theEnglish teaching in senior high school,which plays a significant role in cultivatingstudents’comprehensive English ability.China has been consistently advancingthe new curriculum reform in recent years,resulting in an enhanced set ofstandards for teaching English in senior high school.One key aspect of developingsenior high school students’English reading skills involves their capability to gather information,comprehend texts,analyze data,and other related tasks.Theseskills play a crucial role in shaping the teaching goals and activities for senior highschool English classes.The new curriculum standards have placed an increasedemphasis on reading instruction in senior high school English classes,yet thecurrent reading proficiency of students remains subpar.The majority of studentsstruggle to comprehend reading materials with teacher guidance during class.However,if they read by themselves,they will be inefficient in reading.Moreover,they can not really grasp the relevant information in the materials and they have noconfidence in some difficult reading materials.The gap between the Englishreading aptitude of students and the demands of the new curriculum standards isstill evident,generally.
1.2 Significance and Purpose of the Study
The significance and purpose of the study contains the overview of thetheory and practice.
Firstly,the theoretical significance and purpose is demonstrated.Changingthe current state of high school students’reading skills is an urgent matter.Existingtheoretical research on teaching lexical chunks primarily concentrates on its effectson vocabulary instruction or writing instruction,leaving the theoretical frameworkfor exploring the implementation of lexical chunks in high school English readinginstruction incomplete.By analyzing research theories and implementing teachingexperiments,this thesis aims to enhance the theory of incorporating lexical chunksinto senior high school English reading instruction,as well as elucidating thebeneficial impact of using lexical chunks in senior high school English readingteaching.
Secondly,the practical significance and purpose is explained.The ultimatepurpose of this study is to serve for the classroom teaching in English reading.Forstudents,lexical chunks teaching approach enables students to skillfully masterand use English reading skills,expand students’vocabulary reserve,buildstudents’confidence in English reading,improve students’speed and accuracy inEnglish reading and enhance their reading ability.For teachers,lexical chunksteaching approach can bring inspiration and thinking,improve their own teachingapproaches,maximize teaching efficiency and form an efficient virtuous circlewith students.
Chapter 2 Literature Review
2.1 Lexical Chunks
This part includes three subsections,which contains the definition of lexicalchunks,classifications of lexical chunks as well as functions of lexical chunks.
2.1.1 Definition of the Lexical Chunks
Biber(1999)first characterized lexical chunks as a series of words thatappear more than ten times per million words in a text and are spread across morethan five texts.These chunks are also referred to as“multi-word units”(Lewis,1997:43)or“lexical phrases”(Nattinger&DeCarrico,1992:36).Becker(1975a:60)refers to“a prefabricated fixed or semi-fixed,modular plate structure”.whileWray(2002:9)terms them“a series of prefabricated,coherent or disjointed wordsor other units of meaning that can be stored as a whole and extracted for usewithout the necessity of generation and analysis.”Altenberg(1998)consideredthat the smooth progress of daily oral communication is largely due to the use large number of lexical chunks.
2.2 Lexical Chunks Teaching Approach
Within this section,there are two parts:one that defines the lexical chunksteaching approach,and another that explores how it relates to the teaching ofEnglish reading.
2.2.1 Definition of Lexical Chunks Teaching Approach
Lewis(2002)proposed that the lexical chunks teaching approach shouldtake multi-word chunks instead of words in traditional concepts as the basic unitsof language teaching.He believed that native English speakers are able to useEnglish accurately and fluently because they store many of these prefabricated chunks in their memory.These powerful productive lexical chunks are the sourcematerial for learners to understand the language.A major focus of languageacquisition is to understand and combine these whole lexical blocks withoutgrammatical analysis.
Moreover,there are also numerous researchers domestic researchers.LiTing(2022)believed that lexical chunks teaching approach is the implementationof word formation in English teaching,combining multiple English words togetherto form a new word whole,which contains more new meanings.Most of thesecollocation approaches are used in various phrases,combination of phrases,andcollocation of fixed words.The phrase generated by effective combination is alexical chunks,which is widely used in learning.
Chapter 3 Research Methodology............................19
3.1 Research Questions.....................................19
3.2 Research Subjects..............................19
3.3 Research Instruments.........................20
Chapter 4 Results and Discussion...........................41
4.1 Results....................................41
4.1.1 Results of the Tests...................................41
4.1.2 Results of the Questionnaires........................45
Chapter 5 Conclusion....................................58
5.1 Major Findings...........................................58
5.2 Implications of the Study...............................60
5.3 Limitations of the Study...........................64
Chapter 4 Results and Discussion
4.1 Results
The results of the reading tests,questionaires,interviews,and classroomobservation are predominantly highlighted in this part.
4.1.1 Results of the Tests
The reading test scores of high school students were used to gauge theirEnglish reading ability,with the goal of determining the effectiveness of thelexical chunks teaching method in improving this ability.The scores of both theexperimental and control groups were recorded in SPSS 26.0 before and after theexperiment for comparison.
(1)Results of Pre-test comparison between EC and CC
The English reading learning of students from two classes,EC and CC,was compared before an experiment using an independent sample T test to analyzethe difference in pre-test scores.The specific findings can be found in Tables 4.1and 4.2 below.
Chapter 5 Conclusion
5.1 Major Findings
According to the two questions for this study,reading tests are used toanswer the first study question and questionnaires,classroom observation andinterviews are used to answer the second research question.Here are two majorfindings based on two research questions.
Firstly,the major finding is drawn from the first study question:What is theeffect of lexical chunks teaching approach on English reading ability of seniorhigh school students?
The first major finding is that incorporating lexical chunks into high schoolEnglish reading instruction can significantly enhance students’reading ability.Thereading scores of students in the EC saw a notable improvement after theimplementation of the lexical chunks teaching approach experiment,as indicatedby the reading test results in EC and CC before and after the experiment.On theother hand,the reading scores of students in the CC did not show significantimprovement when the traditional teaching approach was employed.
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