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1、本文研究教師加強中學(xué)英語課本中的詞匯短語教學(xué)是否可以提高學(xué)生英語學(xué)習(xí)的意識和英語學(xué)習(xí)的能力。論文基于在英語語言和其他世界上的語言中的大量的詞匯總是以‘詞塊’(chunk)的方式存在和使用,并且這些詞匯短語比單個的單詞包含有更大的信息。心理語言學(xué)的研究表明這些詞匯短語便于整個的存儲和提取,可以加快學(xué)習(xí)者的語言加工速度。詞匯短語遍及學(xué)生的課本中和其他的閱讀材料中,如果教師在教學(xué)過程中加強對學(xué)生詞匯短語學(xué)習(xí)的指導(dǎo),那么他們將會受益于詞匯短語的
2、學(xué)習(xí)。本研究的對象是高三年級的學(xué)生。實驗組為47人;控制組為45人。在各種條件相同的情況下,本人對實驗組進行了八周的詞匯短語教學(xué)。教學(xué)實驗分為三個階段。第一階段:前測和采訪調(diào)查。第二階段:詞匯短語教學(xué)實施。第三階段:數(shù)字收集分析和結(jié)論。教學(xué)實驗后測結(jié)果分析表明學(xué)生成績有了較大的提高。接受詞匯教學(xué)的英語學(xué)習(xí)者從課堂聽課,閱讀理解以及實際應(yīng)用考試中在某種程度上對詞匯短語學(xué)習(xí)的意識大大增強。他們能夠更加自由地、熟練地運用所學(xué)詞匯短語于聽、說,
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