词汇短语教学法在高职高专英语阅读教学中的研

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Acknowledgements

I am grateful to people who have helped me with my thesis, which would not have

been completed without their support.

First of all, I would like to give my sincere thanks to my supervisor, who has been

instructing me throughout my postgraduate study, giving me a lot of valuable

suggestions and constructive comments, and proofreading my thesis. Without his help,

the completion of my thesis would have been out of question.

I am also grateful to other teachers, whose lectures benefited me a lot, such as Prof.

xxx, Prof. xxx, Prof. xx, Prof. xx, Prof. xxx, Prof. xx etc. I have gained an enormous

amount of linguistic knowledge from their guidance for the past two academic years,

which has laid a solid foundation for my present study.

I shall also express my thanks to my students who have helped me with the

experiment. And I would like to thank my classmates and friends for their support and

encouragement.

ABSTRACT

The importance of English reading has been widely accepted; how to improve the

learners’ reading abilities hence has been attracting the attention and interest of both

language teachers and researchers. As far as English reading research is concerned,

there are a large number of theories and teaching approaches, of which Nattinger and

DeCarrico (2000)’s lexical phrase approach has been proved to be uniquely

advantageous in language teaching by recent researches on corpus analysis and

language acquisition since it avoids the shortcomings of relying too much on either

theories of linguistic competence or theories of communicative competence. Lexical

phrase approach has therefore received increasing attention as an effective teaching

approach among the language researchers and language teachers.

This thesis aims to explore the effectiveness of lexical phrase approach to teaching

English reading at vocational colleges. It is assumed that the approach can play a

positive role in cultivating students’ awareness of applying lexical phrases to their

English learning, especially to their reading, and improving their reading abilities, more

precisely, raising their reading speed and enhancing their reading accuracy. In order to

verify the effectiveness of this approach, an experiment is conducted among the

students of Shanghai Medical Instrumentation College (SMIC) from March to June

2010. The experiment is carried out in the following procedures: (1) Questionnaire I is

distributed to 150 students in SMIC so as to obtain information about vocational college

students’ present reading situation, the problems in reading comprehension and their

opinions on reading instruction in their college. (2) A pre-test is administered among the

students for the purpose of choosing the appropriate subjects for this research. (3) A

teaching experiment with two different teaching approaches is conducted in the EC

(experimental class) group and the CC (control class) group. The EC is instructed with

lexical phrase approach, while the CC is instructed with the traditional grammar-based

teaching approach. (4) A post-test is held at the end of the experiment to both the EC

and the CC and Questionnaire II is distributed to the EC for collecting their feedback on

the lexical phrase approach. By analyzing the data collected from the questionnaires and

tests with Statistical Package for Social Science (SPSS) 13.0, the following major

findings are found out:

iii

(1) There is significant difference between the EC and the CC in their mean time

spent on the post-test. The mean time spent by the EC in completing the post-test

(33.11minutes) is less than that of the CC (35.98 minutes). By independent samples

t-test, Sig. (2-tailed) =.000, it suggests that the EC’s reading speed has been

significantly raised after sixteen weeks’ instruction with lexical phrase approach.

(2) There is also significant difference between the mean time the EC group spends

on the pre-test (pretime = 36.48 minutes) and the post-test (posttime = 33.11 minutes);

By paired samples t-test, Sig. (2-tailed) =.000, it indicates that the EC group has

improved significantly in their reading speed. However, there is no significant

difference in the mean time of the CC group between the pre-test (pretime=36.33

minutes) and post-test (posttime =35.98 minutes). By paired samples t-test, Sig.

(2-tailed) =.193, it indicates that the CC group has not improved significantly in their

reading speed.

(3) The mean score of the EC (26.13 points) is significantly higher than that of the

CC (22.95 points). By independent samples t-test, Sig. (2-tailed) =.000, it indicates that

the lexical phrase approach is significantly effective on improving the EC’s reading

accuracy than the grammar-based teaching approach.

(4) A significant change has occurred in the EC’s average score from 22.52 points

in the pre-test to 26.13 points in the post-test. By paired samples t-test, Sig. (2-tailed)

=.000, it shows that there is significant difference between the EC’s performance in the

pre-test and post-test. While no such significant change happens in the CC since there is

only a little increase in the mean score from 22.57 points in the pre-test to 22.95 points

in the post-test. By paired samples t-test, Sig. (2-tailed) =.221, it indicates that there is

no significant difference in the reading accuracy for the CC group.

(5) The statistical results of Questionnaire II show that students in the EC are

aware of applying lexical phrases, such as recognizing, memorizing and using lexical

phrases to their English learning, especially to their reading.

The findings show that the lexical phrase approach can raise vocational college

students’ reading speed and enhance their reading accuracy. In addition, it can cultivate

students’ awareness of applying lexical phrases. All these findings are of pedagogical

significance, to some extent, for the English reading instruction at vocational colleges.

Keywords: lexical phrase, lexical phrase approach, reading instruction,

reading speed, reading accuracy

摘要

英语阅读的重要性已得到广泛认可，因此如何提高学习者的阅读能力引起了

英语教师及研究者的关注和兴趣。就阅读而言，目前存在着许多应用于阅读教学

的理论及方法，其中语料分析及语言习得的研究表明了 Nattinger 和DeCarrico 提

出的词汇短语教学法有其独特的语言教学优势，因为它避免了过分重视结构或交

际能力的弊端。因此作为一种有效的教学方法它受到了语言研究者及外语教师的

广泛关注。

本文旨在探索词汇短语教学法对于高职高专英语阅读教学的有效性。本文假

设词汇短语教学法能改进学生的英语学习，尤其是学生阅读过程中运用词汇短语

的意识，提高学生的阅读能力，即提高他们的阅读速度和阅读理解的准确率。为

验证其有效性，论文作者于 2010 年 3 月到 6 月在上海医疗器械高等专科学校进行

了教学对比实验，其步骤如下：（1）为了获得高职高专学生的阅读学习状况信息

及他们对目前阅读教学的意见，作者进行了问卷调查。（2）对学生进行了前测，

根据考试统计结果选取合适的实验对象。（3）在实验班和对照班进行了教学对比

实验，即在实验班采用词汇短语教学法进行阅读教学，对照班用传统方法进行教

学。（4）教学实验结束后，在实验班和对照班进行了后测，并对实验班学生进行

问卷调查以了解他们对词汇短语教学法的反馈意见。通过 SPSS13.0 对所收集的数

据进行分析，论文得到如下发现：

（1）实验班在后测中的平均阅读时间是 33.11 分钟，明显低于对照班的平均

阅读时间 35.98 分钟。独立样本 t 检验分析得出 Sig.(2-tailed)=.000，这表明经

过 16 周词汇短语教学法的指导教学，实验班学生的阅读速度得到了显著提高。

（2）实验班在前测及后测中的平均阅读时间也存在着显著差异。前测平均阅

读时间是 36.48 分，后测平均阅读时间是 33.11 分。通过配对样本 t 检验分析，

Sig.(2=tailed)=.000，表明实验班的阅读速度得到了显著提高。而对照班从前测

到后测的平均阅读时间并没有发生显著变化，前测平均阅读时间是 36.33 分，后

测是 35.98 分。通过配对样本 t 检验分析，Sig.(2-tailed) =.193，表明对照班

的阅读速度并没有显著提高。

（3）实验班在后测中的平均阅读成绩是 26.13 分，要明显高于对照班的 22.95

分。独立样本 t 检验得出 Sig.(2-tailed)=.000，这一结果证明了采用词汇短语教

学法指导学生进行英语阅读可以显著提高学生的阅读准确率。

（4）实验班从前测到后测的平均阅读成绩发生了明显变化，从 22.52 分提高

到了 26.13 分。通过配对样本 t 检验分析，Sig.(2-tailed)=.000，表明实验班的

阅读准确率得到了显著提高。而对照班班却没有发生如此显著的变化，平均成绩

从 22.57 分提高到 22.95 分。通过配对样本 t 检验分析，Sig.(2-tailed)=.221，

所以对照班在阅读准确率方面没有显著变化。

（5）实验班对词汇短语教学法的反馈结果表明词汇短语教学法能够培养学生

在英语学习尤其是阅读中运用词汇短语的意识，例如识别，记忆及使用词汇短语。

所有这些发现表明词汇短语教学法可以提高高职高专学生的阅读速度及准确

率，并能培养他们运用词汇短语的意识。这对高职高专英语阅读教学具有一定的

借鉴意义。

关键词：词汇短语词汇短语教学法阅读教学阅读速度阅读准确率

List of Acronyms

Control Class

CET

College English Test

Experimental Class

NEEA

National Education Examinations Authority

PETS

Public English Test System

PRETCO

Practical English Test for Colleges

SMIC

Shanghai Medical Instrumentation College

SPSS

Statistic Package for Social Science

STM

Short Term Memory

wpm

words per minute

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摘要：

iAcknowledgementsIamgratefultopeoplewhohavehelpedmewithmythesis,whichwouldnothavebeencompletedwithouttheirsupport.Firstofall,Iwouldliketogivemysincerethankstomysupervisor,whohasbeeninstructingmethroughoutmypostgraduatestudy,givingmealotofvaluablesuggestionsandconstructivecomments,andproofreadingmyth...

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