英语论文哪里有？根据这项研究，我们可以知道语篇组织中的词块有利于英语书面语篇的教学。因此，从本研究的发现中可以得出一些教学启示。对于教师来说，他们应该教学生如何使用语篇组织中的词块来理解书面语篇。
Chapter One Introduction
1.3 Overall Structure of the Thesis
This thesis tried to apply lexical chunks of discourse organization to English discourse reading teaching, so as to improve senior high school students’ English reading comprehension competence and reading strategies. This thesis is divided into five chapters, and the specific content is as follows.
The first chapter gives a brief description of the research background, research purposes, research significance and the overall structure of the thesis.
The second chapter describes the theory of lexical chunks, including the definitions, classifications and functions of lexical chunks. The related studies at home and abroad are also presented. Besides, this section provides some theories that are relevant to the study.
The third chapter presents a detailed description of the methodology of the research. The research questions, research subjects and research instruments are described in detail. In addition, the process of data collection and analysis is also presented.
The fourth chapter gives a comprehensive description of the results and discussion. It includes the following parts: (1) students’ use of lexical chunks of discourse organization in English discourse reading; (2) effects of the application of lexical chunks of discourse organization to English discourse reading teaching on students’ reading strategies; (3) effects of the application of lexical chunks of discourse organization to English discourse reading teaching on students’ reading comprehension abilities.
Chapter Three Methodology
3.1 Research Questions
This study attempted to verify the effects of lexical chunks of discourse organization on senior high school students’ English reading competence through the use of quantitative and qualitative methods. Here are three questions presented as follows:
(1) Can senior high school students know how to understand English discourse with the help of lexical chunks of discourse organization?
(2) What is the effect of the application of lexical chunks of discourse organization to English discourse reading teaching on senior high school students’ reading strategies?
(3) What is the effect of the application of lexical chunks of discourse organization to English discourse reading teaching on senior high school students’ reading abilities?
Chapter Four Results and Discussion
4.1 Students’ Use of Lexical Chunks of Discourse Organization in English Discourse Reading
Questionnaire 1 was administered in the experimental class in order to explore senior high school students’ use of lexical chunks of discourse organization in English discourse reading. Before the teaching experiment, 49 questionnaires were distributed to the students, and the response rate was 100 percent.
The first figure shows the students’ knowing lexical chunks. The statistical results of the first item in the second part of Questionnaire 1 are as follows.
From Figure 4.1, we can see that 69 percent of all 49 students investigated did not know what lexical chunks were. 22 percent of the students knew lexical chunks a little and 5 percent of the students knew a lot about lexical chunks. Only 3 percent of them could understand the concept of lexical chunks and explain it with examples. Therefore, from this figure we can know that the overwhelming majority of the students failed to have a good understanding of lexical chunks. That is to say, most students did not have the awareness of lexical chunks.
4.2 Effects of the Application of Lexical Chunks of Discourse Organization to English Discourse Reading Teaching on Students’ Reading Strategies
The results of reading strategy items in Questionnaire 1 administered in the experimental class were analyzed to make a comparison with those in Questionnaire 2 administered in the same class. The reading strategy items in Questionnaire 1 are the same as those in Questionnaire 2. The results were discussed to show whether the students’ reading strategies improved after lexical chunks of discourse organization were applied to discourse reading teaching.
Before the teaching experiment, 49 questionnaires were distributed to the students in the experimental class, and the response rate was 100 percent. All the results are presented as follows.
Chapter Five Conclusion
5.1 Major Findings
This study attempted to explore the effects of lexical chunks of discourse organization on English written discourse comprehension of senior high school students. In order to answer the three research questions of this study, two questionnaires were administered in the experimental class and the pre-test and post-test were administered in the experimental class and the control class. According to the analysis of the research results, the major findings are stated as follows.
Firstly, according to the results of Questionnaire 1, it was discovered that the overwhelming majority of the students failed to have a clear idea of lexical chunks. That is to say, most of the students did not have the awareness of lexical chunks. Moreover, most students could not grasp the logical structure of written discourse and infer the meanings of written discourse with the help of lexical chunks of discourse organization. Besides, it was also found that most of the students tried to understand written discourse by reading it word by word and analyzing the grammatical rules. In addition, it was found that the students usually ignored discourse markers and they could not use the discourse markers to help them understand written discourse. In short, it was discovered that most senior high school students were lacking in the awareness of lexical chunks and did not know how to use lexical chunks of discourse organization to comprehend English discourse.
Secondly, after the teaching experiment, the students in the experimental class were asked to respond to Questionnaire 2. The results of the second questionnaire showed that the students’ reading strategies obviously changed after lexical chunks of discourse organization were applied to English discourse reading teaching. That is to say, the students in the experimental class mastered the reading strategies related to lexical chunks of discourse organization. To be specific, the students could use lexical chunks of discourse organization to understand the structure of written discourse and grasp the author’s intention and the main idea of the discourse. They paid much attention to lexical chunks of discourse organization in written discourse and could use these lexical chunks to grasp the logical structure of the discourse and infer the information of the discourse. In addition, the students could get the important information and the main idea of written discourse with the help of lexical chunks of discourse organization. It is evident that senior high school students’ reading strategies can be improved significantly after lexical chunks of discourse organization are applied to English discourse reading instruction.
Last but not least, after the test scores of the experimental class were compared with those of the control class, it was discovered that the students’ reading comprehension competence in the experimental class was obviously developed. Obviously, senior high school students can comprehend reading materials better with the help of lexical chunks of discourse organization.
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