本文是一篇英语硕士论文，英语论文的写作，主要用于参加国际学术研讨会，促进中外学术文化交流；在国际学术刊物上发表，在国际上共享科研成果，英语论文也是达到学术交流的目的；另外英语论文还包括英语相关专业人员必要地用英语撰写学术报告或毕业论文等等。（以上内容来自百度百科）今天为大家推荐一篇英语硕士论文，供大家参考。
Chapter One Introduction
There is no doubt that grammar and vocabulary play important roles in English
teaching.However, teachers often teach them separately. Students have to repeat words and
grammarpoints in order to memorize them. Admittedly, they can memorize some words and
grammarpoints to some extent in this way, but they can not use them correctly or properly.
As we allknow, writing skill is one of the most important skills in English learning.
Writing skill stoodfor learners’ comprehensive skills. However, most teachers
don’t attach importance to writing.They only give students some samples and require
students to recite them. Besides, studentstranslate Chinese into English in order to write a
composition. As a result, it happensfrequently that students can not make idiomatic
sentences.From the 1970s, some foreign linguists started to have a deep thought about
vocabularyand grammar. They thought that vocabulary and grammar shouldn’t be learned
separately. Onthe contrary, vocabulary and grammar should be combined. There were lots of
terminologies,such as “prefabricated chunks”, “formulas”,
“lexicalized sentence stems”, “lexical chunks”and “lexical
phrases”. Although they used different terminologies, they all thought thatvocabulary
and grammar were relevant. Michael Lewis put forward lexical approach firstly,which made the
approach of lexical phrases become a kind of teaching method. Recently,lexical approach is
given more attention. The reason why native speakers can communicatewith each other fluently
and effectively is that they have mastered lexical phrases.
1.1 Background of the study
New English Curriculum for Chinese Primary Schools and Junior/Senior Middle Schoolsdrafted
in 2011, points out that students in Grade 9 must achieve Level 5 when they graduatefrom
middle schools. Definitely speaking, Level 5 in writing includes: 1. Being able to
collectand make preparations for writing materials according to standers of writing; 2.
Being able todraft common passages or e-mails and modify them with the help of teachers; 3.
Being able touse common conjunctions to indicate the relation of sequence and logic; 4.
Being able todescribe characters or events simply; 5. Being able to write simple passages or
instructions.Standards of English Composition for High School Entrance Examination:
Thecomposition accounts for fifteen scores. Students should use proper tense, voice,
sentencestructures and words to deliver information that are demanded completely and
correctly inEnglish composition. There are four levels:Level 1: Being able to conform to
demands of the title with complete contents, distinctstructures and expressions and without
grammar errors (13 to 15 scores);Level 2: Being able to conform to demands of the title with
complete contents, distinctstructures and expressions and with fewer grammar errors
generally (9 to 12 scores);Level 3: Parts of contents conform to demands of the title with
incomplete contents,indistinct structures and expressions and more grammar errors (4 to 8
scores);Level 4: Being not able to conform to demands of the title with indistinct
expressions orcopying or making up some words (0 to 3 scores).
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1.2 Significance of the study
In recent years, studies on lexical approach have been increasing. Many
researchersconcentrate on the application of lexical approach in English teaching in
colleges and highschools. However, studies on the application of lexical approach to English
writing teachingin middle schools, especially in rural middle schools are fewer. This
research concentrated onthe application of lexical approach based on psychological
linguistics and second languageacquisition to English writing teaching in rural middle
schools.On the theoretical aspects: (1) Considering psychological linguistics and
secondlanguage acquisition, lexical approach is helpful in broadening our horizons. The
research onlexical approach can make us have a deeper thought on English language, enrich
ourknowledge and guide our teaching. (2) Combined with English writing, the research
canexplain or prove why lexical approach is available.On the practical aspects: (1) For
teachers: Instead of asking students to repeat and recitesample passages or translate
Chinese into English, teachers can use lexical approach to guide their English teaching and
provide an effective way for students to practice their Englishwriting. (2) For students:
Changing the traditional way to write compositions, students canwrite natural sentences,
which will not only be beneficial to improve their basic languageskills but also be helpful
to motivate them to learn English. There is no doubt that the researchwill provide students
in rural middle schools with an effective way to learn English and tocatch up with students
in urban areas. How to improve students’ writing is an importantquestion which should
be explored.
.........
Chapter Two Literature Review
In this chapter, the author mainly introduces relevant studies on lexical phrases abroadand
at home, relevant studies on lexical approach in English teaching and previous studies
onlexical approach to English writing teaching in rural middle schools.
2.1 Relevant studies on lexical phrases abroad and at home
For lexical approach, lexical phrases play an important role in English teaching. If wewant
to apply lexical approach, we must master lexical phrases. There are many studies
aboutlexical phrases. Researchers mainly study lexical phrases from their
definitions,classifications and criteria.Lexical phrases are also called
“prefabricated chunks”. It is used firstly in psychologicalconcept -- chunking
(Zhou Zhengzhong, 2014). Different scholars have differentterminologies on them at different
periods. The lexical phrase is put forward in LexicalPhrases and Language Teaching written
by James R. Nattinger and Jeanette S. Decarrico(2000). Recently, lexical phrases or
prefabricated chunks have been studied by more and moreresearchers from different
perspectives.Foreign scholars defined lexical phrases from the following perspectives:Becker
(1975) suggested that phrases such as let alone, as well as, and so much forshould be paid
more attention. He stated prefabricated chunks were formulaic frames withanalytic slots.
Learners could express his or her views through prefabricated chunks instead ofword by word.
Pawley & Syder (1983) used the “lexicalized sentence stems” to define
lexicalphrases. They believed that the “lexicalized sentence stems” were the
basis to master Englishfor learners. Meanwhile, they also thought that if learners wanted to
master a language, it wasimpossible to only grasp the Transformational-Generative Grammar.
Therefore, theyconcluded that the level of proficiency depended on learners’ abilities
to grasp lexical chunks.Nattinger & DeCarrico (2000) focused on the lexico-grammatical
unit. They thought thatlexical chunks were chunks with different lengths, such as on the
other hand, as it were andthe higher X, the higher Y. These lexical chunks could be analyzed
by regular rules ofgrammar (Nattinger & DeCarrico, 2000). The definition put forward by
Wray (1999) isaccepted widely by most researchers. The lexical chunk is: a sequence,
continuous ordiscontinuous, of words or other meaning elements, which is or appears to be
prefabricated:that is, stored and retrieved whole from memory at the time of use, rather
than being subjectto generation or analysis by the language grammar (2002: 9).
..........
2.2 Previous studies on lexical approach in English teaching
Michael Lewis firstly published The Lexical Approach: The State of ELT and the WayForward
(1993), and then published A Lexical Approach (1994), which made the approach ofthe lexical
phrase become a new language teaching approach (Zhou Zhengzhong, 2014). Inthe 1970s, Dave
Willis (1990) explored lexical approach firstly. Lewis (1997) put forwardlexical approach
which centered on the vocabulary. He thought that the key and difficultpoints were
collocations, fixed expressions, sentence structures and indirect speeches. Lexicalphrases
were the center of the language teaching. James R. Nattinger and Jeanette S.DeCarrico (2000)
explored the application for language teaching. They explained the way toteach spoken and
written discourses in Lexical Phrases and Language Teaching.There are more and more studies
on English teaching in China. Lexical approach inEnglish teaching are not influential as a
kind of language teaching approach. However, it hasbeen given much attention both in
theoretical and practical parts. Generally speaking, studies on lexical approach in English
teaching at home concerns two aspects: the theoretical aspectand the empirical aspect.On the
aspect of theoretical research: Through analyzing lexical phrases, Yang Yuchen(1999)
advocated that English teachers should teach English vocabulary by means of lexicalapproach.
The research analyzed lexical phrases, including its definition and classification
andexplained that lexical approach had potential advantages in listening, speaking, reading
andwriting. What’s more, they also pointed out its disadvantages in specific steps of
theapplication of lexical approach (Wujing & Wang Ruidong, 2002). Pu Jianzhong
(2003)pointed out that the reason why learners had trouble in mastering vocabulary was that
theydidn’t master colligations, collocations and lexical phrases completely. As the
minimum unitof vocabulary teaching, Pu thought that lexical approach had a great advantage
in Englishteaching in middle schools. The application of lexical approach was helpful to the
reform anddevelopment of English teaching in middle schools (Li Taizhi, 2004). Zhou Yishu
(2007)managed to cultivate students’ consciousness of lexical chunks in practical
English teaching.Based on Lewis (1993) -- the Lexical Approach, from the perspective of
stressing lexicalphrases, Chen Weiping (2008) gave strategies to improve students’
writing. According to theanalysis of the present situation of comprehensive English
teaching, the author advocated thatprefabricated chunks should be permeated through teaching
procedures in colleges oruniversities (Chen Dongyan & Liu Baohua, 2009). From the
perspective of English teaching,Xu Quan (2010) made a comment on studies about the
application of lexical approach.
.........
Chapter Three Theoretical Framework.........17
3.1 The basis of psychological linguistics............. 17
3.2 The basis of second language acquisition ....... 18
Chapter Four Research Design.............21
4.1 Hypotheses .... 21
4.2 Subjects ......... 21
4.3 Instruments .... 21
4.4 Procedures ..... 23
4.5 Data processing ....... 33
Chapter Five Results and Discussion....35
5.1 Data analysis on questionnaires ............ 35
5.2 Data analysis on pre-test and post-test ............ 44
5.3 Discussion ..... 49
Chapter Five Results and Discussion
Chapter Five is mainly about results and discussion. Firstly, the author analyzed
thepre-questionniare. And then, the author analyzed the post-questionnaire and made
acomparison between the pre-questionnaire and the post-questionnaire. Secondly, the
authoranalyzed the pre-test and post-test. And she made a comparison between EC (the
experimentalclass) and CC (the control class). Then, there were two comparisons about the
pre-test and thepost-test of EC and the pre-test and the post-test of CC. At the end of this
chapter, there was adiscussion.
5.1 Data analysis on questionnaires
There are pre-questionnaires and post-questionnaires. Therefore, there are data analyseson
the pre-questionnaire and the post-questionnaire of the experimental class and the
controlclass.Answers of Question 1 showed that: 17% of students in EC and 16% of students in
CCthought that listening was the most important in the process of English learning; 44%
ofstudents in EC and 37% of students in CC thought that speaking was the most important;
and26% of students in EC and 33% of students in CC thought that reading was the
mostimportant; about writing, only 13% of students in EC and 14% of students in CC thought
thatit was the most important. Therefore, the author concluded that students didn’t
realize theimportance of writing.Answers of Question 2 showed that: 11% of students in EC
and 14% of students in CCthought that English writing was interesting; 25% of students in EC
and 23% of students inCC considered that they had little interest in English writing; 47% of
students in EC and 38%of students in CC thought that it was just so so; 17% of students in
EC and 25% of students inCC held the opinion that English writing was little interesting.
So, the author made aconclusion that most of students thought that English writing was not
interesting.
........
Conclusion
In this chapter, the author makes a conclusion about this research. She states her
majorfindings of the research. And then, the author puts forward implications and
suggestions of theresearch. Finally, the author points out limitations of the research.After
lexical approach was applied in English writing teaching, the author had
somefindings.Firstly, students’ grades were improved. The average score of EC
increased by 0.44 andthe Sig. (2-tailed) of Paired Samples T-test was 0.005 (p<0.05),
which proved that studentsmade some progress. The average score of EC was higher than
students in CC by 1.56 and theSig. (2-tailed) of T-test for Equality of Means was 0.038
(p<0.05), which proved that therewere obvious differences between EC and CC. And the
result of post-test showed thatstudents in EC used more lexical phrases than students in CC.
Through the application oflexical approach in English writing teaching, instead of
traditional ways to accumulate wordsand grammar points separately, students accumulated
lexical phrases in their daily lives andused lexical phrases in English writing. Answers of
Question 9 and 10 showed that studentsthought that the key to write a good composition was
to master lots of lexical phrases andlexical phrases were helpful for them to write English
compositions. Students had realized theimportance of lexical phrases and used them in their
compositions.
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References (abbreviated)
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