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基于预制语块习得与背诵的相关理论,本研究提出假设,即语块背诵能够提高提高学生的写作能力。调查工具为访谈,前测与后测。被试为西安理工大学82名二年级非英语专业的学生,笔者使用SPSS对所获取的数据进行了处理。经过15周的实证研究,结果表明语块背诵,尤其是短语搭配与句型的背诵,确实提高了学生的写作水平;此外,访谈结果表明有必要唤起学生对篇章衔接语重要性的意识;同时,也暗示了培养学生自主学习的能力。
Based on the related theories of pre-made chunking acquisition and memorization, this study proposes the hypothesis that recitation of chunks can improve students’ writing ability. Survey tools for interviews, pre-test and post-test. The subjects were 82 second-year non-English majors from Xi’an Technological University. The author used SPSS to process the obtained data. After 15 weeks of empirical research, the results show that recitation of chunks, especially phrase collocation and sentence pattern recitation, have indeed improved students ’writing skills. In addition, the interview results show that it is necessary to arouse students’ awareness of the importance of discourse cohesion. , Also implies the ability of students to learn independently.