英语论文哪里有？经过一个学期的新方法教学，学生更愿意参与课堂，学生在考试和课堂活动中的整体表现都得到了提高。其次，词块教学法的应用提高了学生在主旨问题和词汇问题上的成绩。在一定程度上，这表明学生的泛化能力和猜测词义的能力得到了提高。
Chapter 1 Introduction
1.2 Research Purpose
This research is to conduct a 16-week teaching experiment, to testify the effect of lexical chunk teaching method in college English reading teaching by quality and quantity analysis.
With the experiment and data analysis, the research is designed to find out whether lexical chunk teaching method is suitable for college English reading teaching, enhance students’ motivation to attend the class, improve students’ interest in reading and make students learn more about lexical chunks and improve their reading capacity.
Chapter 3 Language Information Processing Theory
3.1 The Interpretation of Language Information Processing
Theory The theory of language information processing holds that foreign language learning is actually a kind of non-automatic information processing and cognitive activity, involving five stages: input, attention, analysis, memory, and output. Cognitive psychologists believe that the way the brain processes input information has two models: the bottom-up model and the top-down model. The bottom-up model emphasizing detailed features is a series of processes from low-level to high-level and finally obtains information by word decoding. The top-down model highlights the recognition of the overall structure, emphasizing the role of background knowledge experience in comprehension that contributes to long-term memory. Huang Xiaonian (2006) holds that these two modes are related to each other, interact and process simultaneously, thereby jointly promoting the understanding of language information at different levels such as morphology, syntax and text. The process of language learning is actually a process of “input-absorption-output.” Input and output are indispensable in language learning.
Bollinger (1975) proposes that language output is more dependent on lexicalized sentence items than imagined and believes that language is mainly composed of single lexical elements, and even the relationship between a group of words cannot be wholly described by grammatical rules. Sinclair (1991) believes that some high-frequency words are constantly being extracted and used, and proposes that the language processing generally follows two principles: the principle of free choice and the principle of idioms.
Chapter 5 Results and Discussion
5.1 Enhanced Motivation of Class Participation
Generally speaking, students have a strong sense of novelty about new schools, teachers and teaching methods in the early stage of enrollment, so the attendance rate of students is always relatively high. In contrast, sophomore students have gradually learned about various teaching resources and teaching systems, which will affect attendance to a certain extent. Also, in terms of courses, attendance in public classes is relatively low. Therefore, to some extent, the improvement of the motivation to attend the class can be a criterion for the effectiveness of the teaching method. The attendance of students in CC and EC is shown in Figure 5.1 below.
5.2 Significant Progress on Reading Abilities
To testify the effects of lexical chunk teaching method, analysis of the test scores from angles were conducted. With the independent sample t-test, the total scores of EC and CC were compared and analyzed. Furthermore, the paired sample t-test was conducted to the scores of pre-test and post-test of EC.
5.2.1 The Overall Improvement of Reading Capacity
Firstly, the pre-test scores of EC and CC were analyzed by independent sample t-test and the descriptive statistics are shown in Table 5.2, and the statistics of independent sample t-test are shown in Table 5.3.
Chapter 6 Conclusion
6.1 Research Results
The application of lexical chunk teaching method can improve students’ reading performance in some ways.
First of all, the application of lexical chunk teaching method to college English teaching has promoted students’ reading capacity to an overall extent. After a semester’s teaching with the new method, students are more willing to participate in class, and the overall performance of students both in test and in classroom activities have been improved.
Secondly, the application of the lexical chunk teaching method improves students’ scores on main idea questions and vocabulary questions. To some extent, it positively indicates that students’ generalization ability and the ability to guess the meaning of words have been improved.
Finally, there are still some inadequacies in applying lexical chunk teaching method. The analysis and expansion of lexical chunks take a lot of time, putting much pressure on students’ comprehension. Repeated practices also make students feel bored. Due to the limited time for the experiment of the method, students have not developed the awareness of lexical chunks, and when comes to the exercises in tests, most of them still resort to their previous skills at the ready.
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