TheApplicationofLexicalChunksTheorytoEnglishRecitationinJuniorHighSchoolWangJianmin摘要背诵是我国语文教学中一项传统的教学方法。目前在我国中小学英语教学中，背单词、背课文是学习者的一项重要学习任务。但是很多老师和学生不太重视背诵，认为背诵很枯燥乏味，费时费力，甚至遭到一些老师的质疑和摒弃。难道背诵真的过时了吗？难道真的对语言学习没有作用了吗？这篇论文旨在探讨背诵的理论基础，并且试图把传统的背诵与当代语言学理论——语块理论相结合，使之焕发新的活力，变得更为有趣、高效。首先作者从心理语言学理论的角度解说了背诵的心理基础，其中包括记忆理论，刺激-反应理论以及语言图式理论，然后从二语习得理论的角度，进一步解说了背诵的语言学理论基础，其中有克拉申的可理解性输入及Swain的输出理论。这些为背诵这一学习策略提供了有力的理论支撑。很多英语学习者认为语块理论是个较新的概念，其实短语、句型、词的固定搭配、以及其他固定或半固定结构都可以归纳到“语块”里。作者主要想通过认识和辨别语块，提高学习者背诵的速度和准确性，从而全面提高英语能力。最后，作者就如何指导学生更高效地背诵课文，提出了几条教学策略。期望通过自己的研究和实验，能够让更多的老师和学生重新认识背诵的价值和作用。本论文的教学实验持续了十五周，结果表明：大部分学生对背诵产生了浓厚的兴趣并且通过坚持背诵课文，提高了他们的英语学习成绩，尤其在阅读和写作能力上有了明显的提高。通过问卷调查，在实验之后，更多的学生开始喜欢背诵并且从中受益匪浅。关键词:背诵,语块理论,英语教学1.1ResearchBackgroundInChina,studentsinjuniorhighschoolsgenerallyfacesomeveryembarrassingproblemsthattheyhavepoorsenseoflanguage,theirpronunciationisnotstandardandcan’texpressthemselvesfreely.Thesenotonlyseverelyrestrictedthedevelopmentoftheirlanguageabilities,butalsoincreasedtheirfearandanxietyoflearningEnglish.Tosolvetheseproblems,somedomesticandforeignscholarssupporttheviewthatrecitationisaneffectivewaytoimprovethestudents’foreignlanguageproficiency.TheybelievethatrecitationplaysanimportantroleinEnglishlearning.However,withthequalityeducationbeingpromotedthroughoutChinaandtheappearanceofthenewteachingmethods;recitation,thetraditionalandbasicstrategyoflanguagelearning,hasbeenignoredbysomeofEnglishteachersandstudentsinjuniorhighschool,evenbeenquestionedbysomeoftheexpertsandscholars.Isn’trecitationoutdated?AccordingtoKrashen’smonitortheory,recitationisaneffectivewayinsecondlanguagelearning.ThisthesisattemptstoexplorethefunctionofrecitationinEnglishlearningandteachinginjuniorhighschoolinChinaandthencombinerecitationandthetheoryoflexicalchunkstomakerecitationmoreeffectiveandrelevant,thenpointoutbyrecitingandaccumulatingagreatdealofEnglishlanguagematerialscanthefluencyandaccuracyoftheEnglishlearnerbeachieved.1.2StatementofProblemsAlthoughrecitationisthetraditionalteachingmethodinourcountry,ithasbeenfocusedbysomeforeignlinguists,suchasEllis(1985),Bialystok(1991),andScovel(1983).Theytaketheirviewsonrecitationfromvariousperspectives.RodEllis(1985)statesthatrecitingisaprocessofconsciousnessandnoticing.Thisprocessreallyhelpstheintakeofknowledge.Byrecitingthewholepassage,learnerscangetthesequenceandpossiblepermutationsofasentencestem.Bialystok(1991:65)stressesthatrecitationoughttobebasedoncomprehensionespeciallyforadultlearners.Learnersabsorbthematerialsaccordingtotheirownunderstandandappreciationafterreconstructionandanalysis.Analysisofknowledgeistheprocessbywhichmentalrepresentationsofthisknowledgearebuiltup,structured,andmadeexplicitforthelearners.Itcanbebothconsciousandunconscious.Learn...
