基于语料库的大学英语连词教学研究

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ABSTRACT

Based on corpus-related theories and relevant retrieval software, the writer

worked out a corpus-based teaching model (shortened as CTM) of conjunctions and

put it into classroom practice. The focus of this study is on whether college students’

correctness in using English conjunctions and their English writing ability will be

enhanced after the application of CTM.

Included in the teaching experiment are two sections: trial experiment and

full-scale experiment. The questionnaire survey at the end of the trial experiment

shows that CTM initially proves to be qualified in feasibility as it gains popularity

among students.

With the guarantee of its initial success, CTM unfolds itself in the full-scale

experiment involving two parallel classes with similar English ability. One serves as

the experimental class (shortened as EC) and the other the control class (shortened as

CC), with the former receiving the corpus-based teaching model while the latter

traditional teaching model. Two separate writing tests were conducted at the

beginning and the end of the semester respectively. Then the results of the use of

English conjunctions and those of writing for the two tests came out through SPSS

analysis. In addition, a questionnaire survey was added at the end of the semester to

provide feedback.

After the above quantitative and qualitative analysis, the author feels convinced

that CTM works. That is, college students’ correctness in using English conjunctions

and their English writing ability are obviously enhanced following the introduction

and application of CTM.

Due to various reasons, this study has several limitations, which requires further

discussions and researches. The author sincerely hopes that experts and scholars in

language teaching and as well as corpus linguistics can conduct an extensive research

in this field in a common effort to promote the development of Chinese college

English teaching.

Key words: corpus; conjunction teaching; retrieval; writing ability

iii

摘要

本文作者根据语料库理论及相应检索软件，设计出基于语料库的大学英语连

词教学方案并将其应用于课堂教学。该项研究主要回答的问题是将语料库引入课

堂是否能够明显提高大学生连词的正确使用率，进而提高他们的写作水平。

此实验教学主要分为前期实验和主体实验两部分。前期实验后期的问卷调查

显示该实验达到了预期的效果，初步表明此套基于语料库的大学英语连词教学方

案具有可行性。

笔者基于前期实验成果，开展主体实验。根据实际教学情况，将所教的两个

学习水平相近的平行班分成实验班和控制班进行教学实验。具体操作为：实验班

采用基于语料库的教学模式，而控制班则采用传统的教学模式。在开学初和学期

末先后对控制班和实验班进行一次作文测验（满分为 30 分），采用两名任课教师

评分后取平均分作为学生得分。然后分别对学生成绩及连词使用情况作出分析。

作者分别从连词使用的准确率、多样性、地道性三方面进行对比分析。并在学期

末对实验班做一次问卷调查以了解学生对基于语料库的连词教学模式的反应。通

过以上实验分析和数据验证，笔者发现此教学方案能够显著提高大学生连词的正

确使用率，以及他们的写作水平。

鉴于各种原因，此项研究仍有许多不完善之处，需要进一步的探讨和研究。

衷心希望语言教学评估与语料库语言学的专家与学者能在该领域开展广泛的研

究，共同促进中国大学英语教学的发展。

关键词：语料库连词教学检索写作能力

List of Acronyms

ANC American National Corpus

BNC British National Corpus

BYD Build Your Dreams

CC Control Class

CET College English Test

CLEC Chinese Learners English Corpus

CTM Corpus-based Teaching Model

EC Experimental Class

SHFU Shanghai Finance University

TTM Traditional Teaching Model

List of Tables

Table 2.1 General Classification of Corpora…………………………………………..7

Table 3.1 Frequency of “not only…but also”…………………………………….......11

Table 3.2 Frequency of “neither…nor”………………………………………………11

Table 3.3 Frequency of “either”……………………………………………………...11

Table 3.4 Frequency of “while”………………………………………………………12

Table 3.5 Frequency of “however”…………………………………………………...13

Table 3.6 Frequency of “therefore”…………………………………………………..13

Table 3.7 Frequency of “because”……………………………………………………14

Table 3.8 Frequency of “though”…………………………………………………….14

Table 3.9 Frequency of “so”………………………………………………………….15

Table 3.10 Detailed Teaching Plan…………………………………………………...31

Table 3.11 Scoring Standard of Writing Test…………………………………………32

Table 4.1 Usage of Words for EC…………………….………………………………33

Table 4.2 Frequency of Specific Conjunctions for EC………………………………34

Table 4.3 Key Conjunctions for EC………………………………………………….34

Table 4.4 Average Number of Conjunctions for Different Score Sections of EC...….35

Table 4.5 Usage of Words for CC…………………………………………………….35

Table 4.6 Frequency of Specific Conjunctions for CC……………………………….36

Table 4.7 Key Conjunctions for CC………………………………………………….36

Table 4.8 Average Number of Conjunctions for Different Score Sections of CC...….37

Table 4.9 Usage of Words for EC and CC in the Pre-test…………………………….37

Table 4.10 Usage of Words for EC and CC in the Post-test………………………….37

Table 4.11 Frequency of Specific Conjunctions for EC and CC in the Pre-test...……38

Table 4.12 Frequency of Specific Conjunctions for EC and CC in the Post-test...…..38

Table 4.13 Key Conjunctions for EC and CC in the Pre-test………………………...39

Table 4.14 Key Conjunctions for EC and CC in the Post-test………………………..39

Table 4.15 Average Number of Conjunctions for Different Score Sections of EC and

CC in the Pre-test………………………………………………………...40

Table 4.16 Average Number of Conjunctions for Different Score Sections of EC and

CC in the Post-test………………………………………………………..40

Table 4.17 Descriptive Statistics for EC in the Two

Tests……………………………43

Table 4.18 Paired Samples ttest for EC in the Two Tests…………………………....44

Table 4.19 Descriptive Statistics for CC in the Two Tests…………………………...45

Table 4.20 Paired Samples ttest for CC in the Two Tests……………………………46

Table 4.21 Descriptive Statistics of EC and CC in the Pre-test………………………46

Table 4.22 ttest of EC and CC in the Pre-test………………………………………..46

Table 4.23 Descriptive Statistics of EC and CC in the Post-test……………………..47

Table 4.24 ttest of EC and CC in the Post-test………………………………………47

Table 4.25 Opinions on Conjunctions and Writing Ability—Pre-stage Survey...…....48

Table 4.26 Students’ Classroom Performance in EC and CC…………………...…...55

vii

List of Figures

Figure 3.1 Reflection of Opening Target File……………………………………......18

Figure 3.2 Reflection of Concordance……………………………………………….18

Figure 3.3 Reflection of “Cluster” Function…………………………………………19

Figure 3.4 Reflection of Word List Function………………………………………...19

Figure 3.5 Reflection of a Typical Cloze for Conjunctions…………………………..20

Figure 3.6 Panoramic View of Experiment Process………………………………….22

Figure 4.1 Score Distribution for EC in the Pre-test…................................................42

Figure 4.2 Score Distribution for EC in the Post-test………………………………...43

Figure 4.3 Score Distribution for CC in the Pre-test……………………………........44

Figure 4.4 Score Distribution for CC in the Post-test………………………………..45

Figure 4.5 General Feedback for the Trial Questionnaire Survey……………….…...49

Figure 4.6 Specific Feedback for the Trial Questionnaire Survey................................49

Figure 4.7 General Feedback for the Full-scale Questionnaire Survey........................50

Figure 4.8 Specific Feedback for the Full-scale Questionnaire Survey……………...51

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摘要：

iiABSTRACTBasedoncorpus-relatedtheoriesandrelevantretrievalsoftware,thewriterworkedoutacorpus-basedteachingmodel(shortenedasCTM)ofconjunctionsandputitintoclassroompractice.Thefocusofthisstudyisonwhethercollegestudents’correctnessinusingEnglishconjunctionsandtheirEnglishwritingabilitywillbeenhancedaf...

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