A Lexical Chunk Approach to Low-Proficient Learners’ Writing

论文摘要

近几年,词汇块研究受到语言学家和外语教学者的广泛关注。从本质上讲,词汇块是“意义”和“功能”的结合体。它是同时兼有词汇和句法特征的半固定结构,是一个从完全自由到完全固定的词汇组合的延续体。由于词汇块自身“两者兼有”的特征,在被应用于二语和外语教学时,它被认为是一种有效的“折中”教学方法和易于掌握的“折中”学习方法。因为词汇块教学法一方面吸取了以语法(句法)为中心的教学方法的长处——重视语言知识;另一方面又吸取了交际教学法的长处——重视语言使用。 将词汇块运用于外语教学是受到儿童在母语习得过程中一定要经历词汇短语习得阶段的启示。儿童处于语言习得的早期阶段,他们缺乏应付日常交流需要的词汇,同时由于他们大脑中认知体系发展不完善,不能准确理解语法规则。就这两个方面而言,英语水平较差的外语学习者与其十分相似。而明显的不同之处在于,儿童在母语习得过程中没有挫败感,但当外语学习者在频繁的表达失败之后,他们开始怀疑自己的能力,渐渐的对英语学习失去兴趣。本文在借鉴其他学者对词汇块研究的基础上,将研究群体限制在英语水平较差的外语学习者这一范围内,研究目的是希望通过词汇块的学习帮助英语水平较差的外语学习者提高英语书面表达的准确性,使这些学习者由对学习英语的挫败感转变为成就感,从而建立学习英语的自信心,增强学习动力。本文依托J.Nattinger & J.DeCarrico和Michael Lewis的词汇短语理论,采用理论陈述和数据分析相结合的方法,通过对一定量的英语水平较差的中国大学生作文中所出现的词汇块的数量和频度分析,研究词汇块对提高表达准确性的作用。 全文共分五章。第一章介绍了词汇块作为一种“折中”的方法弥补了以语法为中心的教学方法和交际教学法各自的不足,并且提出了词汇块能提高英语水平较差的中国大学生的书面表达准确性的假设。 第二章综述了词汇块的定义和分类,其目的在于对词汇块的本质进行探讨。首先列举出了不同学者对词汇块的不同命名。尽管名称各不一样,但都揭示了词汇块的实质是多词组合的意义和功能的结合体。其次,本文将多位学者对词汇块的定义归为三个类别进行分析:(1)Michael Lewis从语言学习角度定义词汇块;

论文目录

• Acknowledgment
• Contents
• List of Tables
• List of Figures
• Abstract
• 摘要
• Chapter One Introduction
• Chapter Two The Nature and Description of Lexical Chunks
• 2.1 Different and Overlapping Labels for Lexical Chunks
• 2.2 Definitions of Lexical Chunks
• 2.2.1 Michael Lewis's Definition in an L2 Acquisition Perspective
• 2.2.2 Nattinger and DeCarrico's Definition in a Functional Perspective
• 2.2.3 Other Scholars' Definition in a Psycholinguistic Perspective
• 2.2.4 Conclusions on the Definitions of Lexical Chunk
• 2.3 Classifications of Lexical Chunks
• 2.3.1 Hakuta's Invariable Routines and Variable Patterns
• 2.3.2 Michael Lewis's Taxonomy of Lexical Chunks
• 2.3.3 Nattinger and DeCarrico's Categories of Lexical Chunks
• 2.3.4 Reclassification of Lexical Chunks
• 2.3.5 Summary on Classifications of Lexical Chunks
• 2.4 Clarification of Two Terms: Idioms and Lexical Chunks
• 2.5 Summary
• Chapter Three A Lexical Chunk Approach to Low-Proficient Learners
• 3.1 An LC Approach to Low-Proficient Learners in Foreign Language Learning
• 3.1.1 The Linguistic and Psycholinguistic Traits of Low-Proficient Learners
• 3.1.1.1 Vocabulary as a Primary Stumbling Block
• 3.1.1.2 Information Processing Inhibition
• 3.1.1.2.1 Retroactive Inhibition
• 3.1.1.2.2 The Limited Processing Capacity
• 3.1.1.3 Grammar as a Stubborn Stumbling Block
• 3.1.1.4 The Limitation of Logic-Based Cognition
• 3.1.2 Grammaticalised Lexis
• 3.1.2.1 Grammaticalised Lexis on the Level of Lexicons Learning
• 3.1.2.2. Grammaticalised Lexis on the Level of Grammar Learning
• 3.1.2.3 The Benefits of Statistic Cognition
• 3.1.2.4 Peters' Perspective of Cyclical Fashion
• 3.2 An LC Approach to Low-proficient Learners in Language Accurate Production
• 3.2.1 Less Accuracy in Language Production and the Reasons
• 3.2.1.1. Less Accuracy in Language Production
• 3.2.1.2 The Reasons of Inaccurate Production
• 3.2.2 The Appropriacy of LC to Low-proficient Learners in Language Production
• 3.2.2.1 Accessibility as Prefabricated Chunks
• 3.2.2.2. Accessibility as Predicting Chunks
• 3.3 An LC Approach to Low-proficient Learners in Re-establishing Positive Attitudes
• 3.3.1 Previous Attitudes
• 3.3.1.1 Remaining Desires of Learning
• 3.3.1.2 Originally Low Self-Confidence
• 3.3.1.3 Less Intrinsic Motivation
• 3.3.2 Re-establishing Low-proficient Learners' Positive Attitudes
• 3.3.2.1 Expectancy Theory
• 3.3.2.2 Positive Feedback
• 3.3.2.3 Linguistic Confidence
• 3.3.2.4 Attribution Theory
• 3.4 Summary
• Chapter Four Pedagogical Application of a Lexical Chunk Approach to Low-proficient Learners' Writing
• 4.1 Previous Applications of LC in Teaching Practice
• 4.1.1 Nattinger and Decarrico'S Application of LC in Teaching Practice
• 4.1.2 Michael Lewis's Application of LC in Teaching Practice
• 4.1.3 Other Scholars' Application of LC in Teaching Practice
• 4.2 The Reasons for Teaching Lexical Chunks in Low-proficient Learners' Writing
• 4.3 Theoretical Standpoints
• 4.3.1 The Learner-Centered Learning Model
• 4.3.2 The Cyclical Learning Mode
• 4.3.3 Inductive Learning Model
• 4.4 Teaching procedures
• 4.4.1 Teaching Procedures of Common-Used LCs
• 4.4.2 Teaching procedures of discours-constructed LCs
• 4.5 Methodology
• 4.5.1 Hypothesis
• 4.5.2 Participants
• 4.5.3 Data Collection
• 4.5.3.1 Identification of Lexical Chunks
• 4.5.3.2 Accounting of Lexical Chunks
• 4.5.4 Result and discussion
• 4.5.4.1 Comparison of Numbers
• 4.5.4.2 Discussion
• Chapter Five Conclusion
• Bibliography
• Appendix
• 在读期间发表论文简介