研究生论文开题编号
渤海大学专业学位研究生 学位论文开题报告书
论 文 题 目：On the Application of Lexical Chunks to English Reading Teaching
in Senior High School
词块教学法在高中英语阅读教学中的应用
研究生姓 名： 张欣 指导教师姓名： 陈雷 专 业 方 向： 学科教学（英语） 所在院（系）： 外国语学院 学 号： 2012051043 培养方式、类型： 全日制专业硕士
渤海大学研究生学院
2013 年 7 月填
本论文选题的国内外研究概况和发展 The topic of this thesis is“The Application of Lexical Chunks to English Reading at Senior High School”. And the main theory is lexical chunks. It is first proposed by Becker in 1976. Lexical chunk is a kind of language structure to which researchers pay close attention with the growing development of Corpus Linguistics in recent years. The researchers found that English language communication is not realized simply by using words or fixed phrases and 90% of natural utterances are achieved by the semi-fixed chunk, structure between words and fixed phrases. The prevalence of lexical chunks in the native language urges a growing number of researchers to start thinking about the impact LC to the foreign language teaching. A large number of studies have shown that Lexical chunks play an important role in improving learners’ language fluency, in enhancing the understanding to the discourse as well as pragmatic awareness and in stimulating learners’ language learning motivation. Therefore, the role of lexical chunks should not be underestimated in foreign language teaching and should make full use of the advantage of lexical chunks to improving the efficiency of foreign language teaching. Based on this, my paper argues and tries the application of lexical chunks in the teaching of reading at high school. Study abroad Explore reading and vocabulary development of English as second language through a case study. They analyzed the development of reading abilities in a second language, explored the relations between reading development and vocabulary acquisition and examined the relations between reading development and overall second language acquisition. This study strongly suggested that reading and vocabulary abilities would develop as a result of extensive reading practice. But, their vocabulary didn’t include lexical chunks. Michael Lewis (1993, 2002) made a strong and convincing case for the primary of meaning in language teaching. In his book readers could find a lot of knowledge and common sense on language learning and the way language works, with carefully drawn distinctions clear terminology, and valuable theoretical and practical ideas of the lexical chunks. He suggested that less attention will be paid to individual words and also less to traditional grammar structures; while much more time will be devoted to ensuring that students are aware of the lexical items, particularly collocation. And he introduced thirteen kinds of activities to induce the principles of lexical approach. Nattinger & DeCarrico (1992), using a unit called the lexical phrase, discussed lessons that led students to use prefabricated language in much the same way as first language learners do in order to learn how to produce, comprehend, and analyze the new language, and they showed how this unit serves as an effective basis for second language and foreign language teaching.
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They examine the ways that lexical phrases are organized in different kinds of written discourse and select three kinds of writing that most EFL(English as Foreign Language) students become familiar with their college experience, the formal essay, the informal letter and the business letter. Besides Nattinger & DeCarrico and Lewis, a number of authors carried out investigations on lexical chunks. One empirical study to be reviewed was under guidance of Arnaud & Savignon (1997). The research presented was aimed at determining how “passive” knowledge of rare words and complex lexical units by advanced learners increases with that of native speakers. Four groups of French advanced learners of English took part in the study and a group of 57 English native speaking undergraduates enrolled in English classes served as native controls. The improvement of the learners’ scores with level of study was examined by means of repeating measures, with level as the independent variable and rear word and complex unit scores as the dependent variables. The authors made the conclusion that the most advanced learners in the experiment did not perform differently from the native controls on the rare words task, but their performance was inferior in the case of complex lexical items. Grabe and Stoller, in 1997, carried out a research to explore reading and vocabulary development of English as second language through a case study. They analyzed the development of reading abilities in a second language explored the relations between reading development and vocabulary acquisition and examined the relations between reading development and overall second language acquisition. This study strongly suggested that reading and vocabulary abilities would develop as a result of extensive reading practice. But, their vocabulary didn’t include lexical chunks. Study in China In China, there are researchers have carried out researches either on lexical chunks or on reading comprehension. Li Jun studied the relationship between the depth of the vocabulary and reading comprehension. He made the conclusion that some respects of the depth of the vocabulary were worth paying attention to, while some other aspects of the depth of the vocabulary were not, for the depth of the vocabulary seemed not to have much significant relationship with the reading comprehension. Yao Baoliang (2003) did a research titled Prefabricated language and spoken English in middle school. (Some researchers call lexical chunks as prefabricated language or prefabricated phrases) In his paper, he only talked about why and how to apply prefabricated language in spoken English.
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Tang Xianli, Zhang Ronghua and Ran Ruibing ( 2003 ) also wrote a paper based 20 on lexical chunks, but they put their emphasis on how to learn English vocabulary. Wu Jing and Wang Ruidong (2002) wrote a paper, based on foreign studies about lexical chunks, in which they made a survey of foreign studies on lexical chunks and then they advocated readers to emphasis on the functions and advantages of lexical chunks. In conclusion, lexical chunks research has developed in recent years, but the number of studies on lexical chunks in reading comprehension is relatively not enough, and the research in China is even more limited. Most researches on lexical chunks are either theoretical (Lewis, 1993; Nattinger & DeCarrico, 1992) or just reviews of lexical chunks (Wu Jing and Wang Ruidong, 2002), aiming at advocating both teachers and students to fix their attention on lexical chunks in language teaching. Though some researches are empirical studies at home and abroad mainly done in the application of English speaking (Amaud and Savignon, 1997; Yao Baoliang 2003) or writing (Yao Baoliang, 2003) or in vocabulary teaching (Tang Xianli, Zhang Ronghua and Ran Ruibing 2003), but not in reading comprehension.
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本论文选题的基本内容、结构、意义（可加页） The main content of this paper In this paper, the author uses narrative research to improve the function of lexical chunks approach in English reading at senior high school. This paper consists of five parts. The first part is an introduction and gives a general statement about the role and problems of English teaching in senior high school, and the significance and purpose of this study. The second part is the overall review of the definition, classification, and function of lexical chunks. the roles of lexical chunks in language acquisition. The second part also includes theoretical basis of the research and brief introduction of the studies abroad and at home. The third part is about the methodology of the study, including the research questions: Can English reading teaching based on lexical chunks can enhance the students’ confidence and interest in learning and using English? Can English reading teaching based on lexical chunks can improve students’ performance in the exams? What is students’ attitude towards the lexical chunks approach? Then it involves the research subject and instruments, procedure and data collection. Then the fourth part is data analysis and discussion. This is the key part of the paper. Though the analysis of the data from pre-test and post-test, from the questionnaires answered by students, using the software SPSS, the conclusion of this research and the elaboration of the practical proposals are received. At last, the fifth part is conclusion, which states the major findings that the lexical chunks approach can improve students’ English reading ability. And the lexical chunks approach can motivate students’ English learning interest. Following this part, I introduce the practical implication in senior high school. Then I talk about the limitation and suggestions for further study simply. The following issues should be discussed in this paper 1、Can English reading teaching based on lexical chunks can enhance the students’ confidence and interest in learning and using English? 2、Can English reading teaching based on lexical chunks can improve students’ performance in the exams? 3、What is students’ attitude towards the lexical chunks approach? On the application of lexical chunks to English reading in senior high school I. Introduction 1.1 Background of the research. 1.1.1The role of English reading 1.1.2 Common problems in English reading 1.2 The significance of the study
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1.3 The purpose of the study II. Literature review 2.1 Lexical chunks 2.1.1 Definitions of lexical chunks 2.1.2 Classifications of lexical chunks 2.1.3 Functions of lexical chunks 2.1.3.1 The general functions of lexical chunks 2.1.3.2 Organizing functions of lexical chunks 2.2 Theoretical basis of the research 2.2.1 Psycholinguistics basis 2.2.2 Language acquisition basis 2.3 A brief overview the prevalent reading models 2.3.1 Bottom-up models 2.3.2 Top-down models 2.3.3 Interactive models 2.3.4 Schema theory 2.4 Brief introduction of the studies abroad and at home 2.4.1 Studies on lexical chunks abroad 2.4.2 Studies on lexical chunks in China III. Methodology of the study 3.1 Research questions 3.2 Subjects 3.3 Instruments 3.3.1 Questionnaires 3.3.2 Pre-test and post-test 3.3.3 Interview 3.4 Procedures 3.4.1 Pre- test 3.4.2 Pre-questionnaire 3.4.3 Teaching experiment 3.4.3.1 Sample teaching plan for the experimental class 3.4.3.2 Sample teaching plan for the control class 3.4.4 Post- test 3.4.5 Post-questionnaire 3.3.6 Interview
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3.5 Data collection IV. Data analysis and discussion 4.1 Analysis and discussion of pre-questionnaire 4.2 Analysis and discussion of post-questionnaire 4.3 Analysis and discussion of pre-test 4.4 Analysis and discussion of post-test 4.5 Analysis and discussion of interview V. Conclusion 5.1 Major findings 5.2 Practical implication 5.3 Limitations and suggestions for further study Significance of the research: This paper is an exploratory research on using lexical chunks to teach senior high school English reading. English is becoming more and more important in China and it has become a primary subject in senior high schools. New curriculum standard lists a higher standard for the reading ability in senior high schools. Students have been spending much time and energy practicing English reading. And many approaches have been used to teach English reading, but the effect is far from satisfactory. The students also find it hard to achieve high scores in English reading comprehension. So we need suitable and efficient methods or techniques. Reading teaching is an important component of language teaching. Many researchers throughout the world have done lots of experiments and researches on reading teaching. This paper makes a practical research about the effect of lexical-chunk approach on increasing students’ reading ability in senior high schools.
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选题的研究方法、实验方法、技术路线的可行性分析，可能遇到的问题 Methodology: Empirical research will be carried out in my thesis. Quantitative and qualitative analysis (questionnaires, pre-test and post-test and interview) will be designed in this paper. Instruments: 1. Test ( pre-test and post-test ) 2. Questionnaire (pre-questionnaire and post-questionnaire) 3.Interview 4.SPSS Subjects: The participants in this research are senior high school students of class 1 and class 2, Grade one in Jinzhou second high School, Liaoning province. They are natural ordinary classes. They have nearly the same English scores last term; Besides, they have the same number of students (48) and use the same textbook. What the only difference is that class 1 is experimental class and they are taught by lexical chunks approach while class 2 is controlled class and they are taught by the traditional teaching approach. The procedure: The first Step: Pre-test is the first step before the experiment is conduct, through which to make sure the English level of the subjects is almost the same. Then the questionnaire is needed to be finished. This questionnaire is designed to see whether the students have the awareness of lexical chunks and know how to benefit their study by making use of them in senior high school. The second Step: Lexical chunks approach is used in the EC and the traditional approach is used in CC. I will teach the same lesson with different approach, then I will do the questionnaire to know If the EC interest in the lexical chunks approach. If the answer is positive, the question 2 is proved. The third Step: An examination need doing in both classes which we call it post-test to check the effect of the lexical chunks approach. The grade of the EC is better than CC, so we can say the lexical chunks approach is effective in improving the grade of the students. Then the questionnaire needs doing in this step. Through them, I can get the answers to question 3. Through it we can see if there are some changes on the students’ interest, motivation and their English skills. Also some questions about the students’ perception to the lexical chunks approach is contained in order to see whether or not it is welcomed by the students. At last, collecting and discussing the data from the questionnaire and 7 test then get the conclusion. Of course, the SPSS is needed in this step. The possible problems: Firstly, because of the shortage of the author’ knowledge and research ability, the materials may be not sufficient enough. Secondly, the number of the subjects is not steady. Because we are not sure if the subjects can insist the experiment until the last minute. Then the experiment time is short and data collection is not enough. Thirdly, the teacher is challenged when using this approach. The teacher should not only be an excellent presenter, organizer, demonstrator, evaluator but also a good designer. A lot of time is needed for the teacher to select suitable materials. Especially when class size is large, it is more difficult for the teachers to make sure of the effectiveness of lexical chunks approach.
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现有的研究工作基础和条件，选题的仪器设备、图书资料的准备情况（可加页） 图书资料应列出作者、论文著作名称、期刊或出版社名称、出版时间。至少列举国内外参考文献20篇；教科书、工具书不能作为参考文献；专著等参考书的数量小于总数量的三分之一。 Bibliography Arnaud，P.J.L., & Savignon. [J].Rare words, complex lexical units and the advanced learner [A]. In J. Coady & T. Huekin(eds). Second language vocabulary acquisition. Cambridge: Cambridge University Press. 1997. Becker. The phrasal lexicon. Cambridge Mass: Bolt and Newman, 1975. Coady, J., & Huckin, T. (eds). Second language vocabulary acquisition [C].Cambridge: Cambridge University Press. 1997. Corder. Introducing applied linguistics [M] Baltimore: Penguin Books. 1973 Cowie, A.P. Multi-word lexical units and communicative language teaching [A].In P.Arnaud & H. Bejoint (eds). Vocabulaly and applied linguistics. Basingstoke: Macmillan.1992. Ellis, R. Understanding second language acquisition [M]. Shanghai: Shanghai Foreign Grab, W., & Stroller, F. L. Reading and vocabulary development in a second langue: a case study [A]. Cambridge: Cambridge University Press. 1997. Harmer, J. How to Teach English [M]. Beijing: Foreign Language Teaching and Research Press. 2000. Krashen, S.D., & Scarcella, R. On routines and Patterns in language acquisition and Performance [J] Language learning 28:283-300. 1978. Lewis. The lexical approach. London: Language Teaching Publications. 1993. Lewis. Implementing the lexical approach: putting theory into practice. London: Language Teaching Publications. 1997. Lewis. Language in the lexical approach. In Michael Lewis, Teaching Collocation: Further Developments in The Lexical Approach. London: Language Teaching Publications, 2000. Moon, R. Vocabulary connections: Multi-word items in English [A]. In N. Schmitt, &M. McCarthy (eds). Vocabulary: Description, acquisition and pedagogy [C] Cambridge: Cambridge University Press. 1997. James R. Nattinger and Jeanette S.DeCarrico. Lexical phrases and language teaching. Shanghai: Shanghai Foreign Language Education Press. 1992. Pawley, A., & Syder, F. Two puzzles for linguistic theory: native like selection and native like fluency [A]. In J. Richards and R. Schmidt (eds). Language and communication. London: Skehan, P. Second language acquisition research and task-based instruction [A]. In J. Willis, & D. Willis(eds). Challenge and change in languageteaching. Shanghai: Shanghai Foreign Language Teaching Press.2002. Sinclair, J.M& Renoir, A. (Eds).1988, A Lexical Syllabus for Language Learning. In R. Carter.& M. McCarthy(Eds.), Vocabulary and Language Teaching.
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Harlow:Longman. 140-158. Widdowson, H. (1990), Aspects of language teaching. Oxford: Oxford University Press. Willis,D. the lexical syllabus: A new approach to language teaching [M]. London: 1990. Willis,D.1995, Review of Lexical Phrases and Language Teaching[J].English Language. Teaching Journal(49).No.1.87-90. Willis,D.1990.The Lexical Syllabus[M].London and Glasgow: Collins Co-Build. Widdowson, H.1989, Knowledge of language and ability for use [J].Applied Linguistics,(10). No.2.128-137. Wray,A. 2002, Formulaic language and lexicon. Cambridge: Cambridge University Press. Wernert, R. 1995, the role of formulaic language in sencond language acquisition. Applied.linguistics.16.180-205. 丁言仁，戚焱. 词块运用与英语口语和写作水平的相关性研究 [J]. 解放军外 国语学院学报, 2005, (3): 49-52. 韩宝成. 外语教学中的统计方法[M]. 北京: 外语教学与研究出版社, 2000. 洪显利, 冉瑞兵, 张荣华, 组块构建记忆策略——提高高一学生英语词汇学习 质量的实证研究 [J], 西南师范大学学报(人文社会科学版), 2003, (6): 40-45. 李俊. 论词汇的深度和广度与阅读的关系 [J]. 外语教学,2003,(4): 21-24. 李太志. 词块在外贸英语写作教学中的优势及产出性训练法 [J]. 外语界, 廉洁. 词汇短语对第二语言习得的作用 [J]. 外语界, 2001, (4):29一34. 刘润清. 外语教学中研究所方法 [M]. 北京: 外语教学与研究出版社, 1999. 刘润清, 韩宝成. 语言测试和它的方法 [M]. 北京: 外语教学与研究出版社, 2004. 刘晓玲, 阳志清. 词汇组块教学——二语教学的一种新趋势 [J]. 外语教学, 2003, (6): 51-55. 罗凤文, 梁兴莉, 陆效用. 词块教学与外语学习者语言输出 [J]. 山东外语学, 2002,(6): 31. 沈正南. 高中英语阅读能力现状分析及对策 [J]. 中小学外语教学, 2005,(2):5-8. 宋德生. 组块效应及其对外语教学的启示 [J]. 外语与外语教学, 2002, (9): 孙晓红. 词块教学法的可行性研究 [J]. 牡丹江教育学院学报, 2007, (2):118-119. 王呈祥. 短时记忆与英语词汇教学 [J]. 天水师院学报(社会科学版), 2000,(2): 76-78. 王勤. 大学生英语词块使用情况的实证研究 [D]. 西安：陕西师范大学,2007.4. 文秋芳. 应用语言学研究方法与论文写作 [M]. 外语教学与研究出版社, 2001.
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本论文选题的研究特色和创新之处 The characteristics of the essay can be summarized as follows: Firstly, this essay is about the English teaching in senior high school. As is known to all, the English reading plays an important role in Entrance Examination. And there are several problems in our recent English reading teaching. So in order to improve the students’ reading level, we must pay attention to the English teaching approach. So I write the essay about this aspect. Secondly, the materials are in the trend, not out of date. I tries to catch up with the development of lexical chunks approach abroad and the main theories of contemporary linguists. Thirdly, the essay is practical instead of being theoretical. It follows the principle of “combine theory with practice” in explaining the theoretical principles and application of lexical chunks approach. I raise many concrete examples in the paper. 总体安排和进度 The first stage (2013.3-2013.6) I will collect and study the related materials, and shape a general framework about the study. The second stage (2013.7-2013.8) I will design the experiment and research methods. The third stage (2013.9-2013.12) I will carry out my experiment in teaching procedure, collect and analyze the data of experiment. The fourth stage (2014.1-2014.4) The first draft will be completed according to the data and results of the experiment. The fifth stage (2014.5-2014.6) The thesis will be revised and perfected. 本论文预期社会、经济价值和学术水平 Lexical chunks approach offers a new method for English reading learning and teaching in senior high school. Lexical chunks approach is an approach which emphasizes fixed phrases’ promotion function on the English reading teaching. Learn to use Lexical chunks approach can reduce the negative effect in English learning process and is good to increase learners’ English proficiency. Lexical chunks approach can be proved more efficient in English reading teaching and learning and can improve students’ reading ability in senior high school. It can arouse students’ language interest, strengthen students’ learning confidence and improve students’ language skills.
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开 题 报 告 会 纪 要 时间 7月3日上午8点 姓 名 与 会 人 员 陈雷 路莉 王丹 会议记录摘要： The author states: 1. Topic: On the application of lexical chunks to English reading in senior high school 2. Research questions: 1）、Can English reading teaching based on lexical chunks can enhance the students’ confidence and interest in learning and using English? 2）、Can English reading teaching based on lexical chunks can improve students’ performance in the exams? 3）、What is students’ attitude towards the lexical chunks approach? 3.Procedure of the research: The first Step: Pre-test is the first step before the experiment is conduct, through which to make sure the English level of the subjects is almost the same. Then the questionnaire is needed to be finished. This questionnaire is designed to see whether the students have the awareness of lexical chunks and know how to benefit their study by making use of them in senior high school. The second Step: Lexical chunks approach is used in the EC and the traditional approach is used in CC. I will teach the same lesson with different approach, then I will do the questionnaire to know If the EC interest in the lexical chunks approach. If the answer is positive, the question 2 is proved. The third Step: An examination need doing in both classes which we call it post-test to check the effect of the lexical chunks approach. The grade of the EC is better than CC, so we can say the lexical chunks approach is effective in improving the grade of the students. Then the questionnaire needs doing in this step. Through them, I can get the answers to question 3. Through it we can see if there are some changes on the students’ interest, motivation and their English skills. Also some questions about the students’ perception to the students’ perception to the lexical
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地点 经法楼 A202 姓 名 职务（职称） 姓 名 职务（职称） 职务（职称） 教授 副教授 副教授 chunks approach is contained in order to see whether or not it is welcomed by the students. Atlast, collecting and discussing the data from the questionnaire and test then get the conclusion. Of course, the SPSS is needed in this step. 4. Question and suggestion from the supervisors: (1) How to prove the third research question? The third question is: What is students’ attitude towards the lexical chunks approach? The author wants to prove it with questionnaire and interview. Firstly, a questionnaire needs doing for students after experiment. In the questionnaires some questions about question 3 will be asked. Then the author also proves it with interview. (2) The structure of chapter two should be adapted suitably to make the structure of the paper better. Of course, there may be some difficulties in application of lexical chunks approach, but it is necessary to use it in senior high school. As is known to all, the reading teaching in senior high school is important but the teaching effect is far from satisfactory, so it needs to be improved as soon as possible. As for the thesis, in fact, the author will join the group of the study of lexical chunks in the practice school. In the experiment, the author will try her best to make the experiment success. What the most important is that, some advices can be provided to the English teachers about English reading, and then the English comprehensive competence and reading competence of the students can be improved.
会议主持人：陈雷 记 录 人：王丹
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指 导 教 师 意 见 同意开题 指导教师： 2013年 7 月 3 日 开 题 小 组 意 见 同意开题 组长签字： 2013年 7 月 3 日 院 （系、部） 意 见 同意开题 盖章： 主管领导签章： 年 月 日 研 究 生 学 院 意 见 同意开题 盖章： 院长签章： 年 月 日 备 注 说明： 一、本表一式五份，研究生、指导教师、所在院（系、部）、研究生学院、档案室各一份； 二、研究生毕业论文写作工作，必须通过开题报告会论证并经审定后方可开始。
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