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1、山东师范大学教育硕士学位论文 学号学号：20070302492007030249 研究生姓名研究生姓名：孟贤亮：孟贤亮 联系电话联系电话：1586685986115866859861 EmailEmail：mxl6022mxl6022 所在学院所在学院: :外国语学院外国语学院 山东师范大学教育硕士学位论文 教育硕士学位论文教育硕士学位论文 论文题目：论文题目： An Exploration on Implementing the Lexical Approach to Improve EFL LearnersWriting Performance in Junior Middle Schoo
2、ls 实施词块教学法提高初中英语写作成绩的研究实施词块教学法提高初中英语写作成绩的研究 学科专业名称：学科教学学科专业名称：学科教学 英语英语 申申 请请 人姓名：孟贤亮人姓名：孟贤亮 教教 导导 教教 师：刘倩师：刘倩 教授教授 论文提交时间：论文提交时间：2010 年年 4 月月 8 日日 单位代码 10445 学 号 2007030249 分 类 号 H319. 3 山东师范大学教育硕士学位论文 独独 创创 声声 明明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的 研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其 他人已经发表或撰写过的研究成果，
3、也不包含为获得 （注：如 没有其他需要特别声明的，本栏可空）或其他教育机构的学位或证书使用过的材 料。 与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明 并表示谢意。 学位论文作者签名： 导师签字： 学位论文版权使用授权书学位论文版权使用授权书 本学位论文作者完全了解 学校学校 有关保留、使用学位论文的规定，有权保 留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。 本人授权 学校学校 可以将学位论文的全部或部分内容编入有关数据库进行检索， 可 以采用影印、缩印或扫描等复制手段保存、汇编学位论文。 （保密的学位论文在 解密后适用本授权书） 学位论文作者签名
4、： 导师签字： 签字日期：20 年 月 日 签字日期：20 年 月 日 山东师范大学教育硕士学位论文 TABLE OF CONTENTS Abstract i 摘要摘要 iv Introduction 1 I. Background of the research 1 II. Theoretical and practical significance 3 III. General structure of the thesis 4 Chapter one Literature Review 6 1.1 Previous researches on lexical chunks 6 1.1.1
5、 Lexical chunks in language description 6 1.1.1.1 Definitions of lexical chunks 6 1.1.1.2 Distinctions between collocations, syntax and lexical chunks 8 1.1.1.3 Categories of lexical chunks 9 1.1.1.4 Relevant empirical studies 12 1.1.2 Application of lexical chunks to language teaching 15 1.1.2.1 Ad
6、vantages of teaching lexical chunks15 1.1.2.2 Michael Lewis lexical approach 17 1.1.2.3 James R. Nattinger on the contrary, communicative approach focuses on the actual use of language in certain social situation, emphasizing the communicative function of language and neglecting language analysis. I
7、n this thesis, the author advocates lexical approach, which was coined by Michael Lewis (1993). From a new perspective, lexical approach requires learners to center on lexical chunks for acquiring and producing language. Its based on the fundamental principle language consists of grammaticalized lex
8、is, not lexicalized grammar (Lewis, 1993), which means language acquisition is mostly to acquire and produce patterns of language with lexical chunks as wholes in a certain context; and language production is not a process generated by regular rules but by some lexical chunks with certain peculiar f
9、orm and function. Therefore, lexical approach which may be the middle ground between the structural approach and communicative approach must lead us to reconsider our traditional teaching approach. And for many years, English writing has been paid little attention in junior middle schools. Though ma
10、ny researchers have proposed several approaches, few are applicable to junior middle school students. The traditional method results in many students failing to produce a satisfying composition after learning years of English. 山东师范大学教育硕士学位论文 ii Writing may be one of the most difficult skills to be i
11、mproved, which directly reflects the writers fundamental competence to utilize language. The main problem existing in students writing is that they can not use words or phrases appropriately in a certain context. Considering the features of lexical chunks, the advantages of lexical approach, as well
12、 as the existing problems of EFL writing in junior middle schools, the author attempts to apply lexical approach to EFL teaching, aiming to improve the learners writing performance. On the basis of the consideration given above, the author proposed the hypotheses: 1. The implimentation of the lexica
13、l approach can improve EFL learners writing performance in junior middle schools. 2. The training in learning lexical chunks can improve students learning strategies. In order to testify the hypotheses, an experiment was conducted from September 8th, 2008 to January 8th, 2009. The subjects were 78 j
14、unior-two students from two randomly occurring classes in Binhai Middle School of Jiaonan, with 39 students in each class. One was randomly appointed as the Experimental Group (EG), and the other the Control Group (CG). Before the experiment, there were nearly no differences between EG and CG in age
15、, gender, as well as English-learning experience and proficiency. During the experimentation, the EG was taught with lexical approach, being exposed to various activities concerning lexical chunks. Meanwhile, traditional method was used for teaching CG. Pretest and posttest were conducted at the beginning and the end o
