大学英语四、六级作文中词块特征分析 ——基于语料库的研究

论文摘要

词块的概念突破了传统意义上的词汇,指兼有词汇与语法特征的多词板块。虽然词汇的板块性长久以来被视为边缘现象,未能引起足够的重视,但随着语言及语言习得研究,特别是近年来语料库语言学的发展,人们开始意识到词块是真实语言中不可忽略的现象。许多研究者己达成共识：词块不仅是构成语言的基本成分,也是语言学习和教学的理想单位。词块研究的不断深入让人们对真实的语言与语言学习有了更深刻的理解,并对原有的认识产生了变革性的影响。词块研究也由此成为近几十年来语言及语言教学研究的一个热点及趋势。词块研究近年来在中国日益受到重视,但相关实证研究相对于其理论研究仍是个新课题。本文以“中国学习者英语语料库(CLEC)”为基础,对大学英语四、六级考试参加者作文中的词块进行定性和定量的分析,对其书面语中的词块使用进行深入研究。本文重点比较“中国学习者英语语料库”中大学英语四、六级参加者所使用的常用词块,旨在发现中国外语学习者在测试条件下如何在书面产出中使用词块,并描述其所用常用词块的一般特征,然后致力于探究大学英语四、六级参加者所使用的常用词块的不同。为达到这一目标,首先必须找出“中国学习者英语语料库”中大学英语四、六级参加者所使用的常用词块,并对其分类,然后对分出的三大基本种类和若干小类进行对比分析,探究大学英语四、六级参加者所使用的常用词块的特征。通过找出四、六级写作中最常用的二至六词词块,然后对其进行T检验和卡方检验分析后发现：1、四、六级参加者所使用的词块只有四词词块具显著差异；2、四、六级参加者所使用的二至六词词块在三大基本种类(含动词短语的词块、含从句的词块、含名／介词短语的词块)中均有显著差异；3、在三大基本种类下的若干次类也有一些具体的相似点和不同点。在理论层面上,本研究描述了中国高校大学英语学习者在测试环境下书面语中的常用词块特征,在概念上澄清了词块的定义,所采用的操作定义对同类研究可能会有一定的参考价值。在实践层面上,本研究从侧面证实了传统词汇教学中脱离语境,孤立教词对于作文的流利性不利,同时因为词块跟作文流利性之间存在正相关,对学生进行词块教学有利于提高学生作文的流利性。

论文目录

• Abstract
• 内容摘要
• Table of Contents
• Abbreviations in this Thesis
• A List of Figures and Tables
• Chapter One Introduction
• 1.1 Overview
• 1.2 Purpose of the Study
• 1.3 Necessity of the Study
• 1.4 Significance of the Study
• 1.5 Organization of the Thesis
• Chapter Two Literature Review
• 2.1 Conception of Lexical Chunks
• 2.1.1 Tentative Operational Definition of Lexical Chunks
• 2.1.2 Classification of Lexical Chunks
• 2.2 Functions of Lexical Chunks
• 2.2.1 Easing the Burden of Language Processing
• 2.2.2 Facilitating the Language Production
• 2.2.3 Demonstrating Pedagogical Significance
• 2.3 Previous Studies on Lexical Chunk from Different Perspectives
• 2.3.1 Lexical Chunks in Corpus Linguistics
• 2.3.2 Lexical Chunks in Psycholinguistics
• 2.3.3 Lexical Chunks in Language Acquisition
• 2.4 Related Empirical Studies on Lexical Chunks
• Chapter Three Methodology
• 3.1 Research Questions
• 3.2 Corpus Used
• 3.3 Instruments Used
• 3.4 Data Collection
• 3.4.1 Identification of Lexical Chunks in CLEC-ST3 and -ST4
• 3.4.2 Categorizing the Qualified Lexical Chunks
• Chapter Four Data analysis
• 4.1 Contrast between CET-4 and CET-6 Takers in the Use of Lexical Chunks
• 4.1.1 Contrast between ST3 and ST4 in Terms of Different Mean Frequency of Two-to Six-word Chunks Groups
• 4.1.1.1 Respectively Computing the Sums of Frequency of All the Two-to Six-word Chunks Groups in CLEC-ST3,-ST4
• 4.1.1.2 The Contrast between ST3 and ST4 in Terms of the Different Mean Frequency of Two-to Six-word Chunks Groups
• 4.1.1.2.1 Two-word Chunks
• 4.1.1.2.2 Three-word Chunks
• 4.1.1.2.3 Four-word Chunks
• 4.1.1.2.4 Five-word Chunks
• 4.1.1.2.5 Six-word Chunks
• 4.1.2 Contrast between CET-4 and -6 Takers in Terms of the Two Different Mean Frequency of Each Test-taker
• 4.1.3 Contrast of the Ratio of ST3 and ST4
• 4.2 Contrast between CET-4 and CET-6 Takers in the Use of Lexical Chunks in Terms of the Three Fundamental Categories
• 4.2.1 Respectively Computing the Sums of Frequency of All the Two-to Six-word Chunks Group in the Three Fundamental Categories in CLEC-ST3 and-ST4
• 4.2.1.1 Respectively Computing the Sums of Frequency of All the Two-to Six-word Chunks Group in the Three Fundamental Categories in CLEC-ST3
• 4.2.1.2 Respectively Computing the Sums of Frequency of All the Two-to Six-word Chunks Group in the Three Fundamental Categories in CLEC-ST4
• 4.2.2 Contrast of the Sums of Frequency of All the Two-to Six-word Chunks Group in the Same Category between ST3 and ST4
• 4.2.2.1 Two-word Chunks
• 4.2.2.2 Three-word Chunks
• 4.2.2.3 Four-word Chunks
• 4.2.2.4 Five-word Chunks
• 4.2.2.5 Six-word Chunks
• 4.3 Contrast between CLEC-ST3 and ST4 in the Use of Lexical Chunks in Terms of the Sub-categories of the Three Fundamental Categories
• 4.3.1 Respectively Computing the Proportion of the Seven Sub-categories of VP-based Chunks in CLEC-ST3 and-ST4
• 4.3.2 Respectively Computing the Proportion of the Five Sub-categories of Dependent Clause Chunks in CLEC-ST3,-ST4
• 4.3.3 Respectively Computing the Proportion of the Five Sub-categories of NP/PP-based Chunks in CLEC-ST3 and -ST4
• Chapter Five Discussion
• 5.1 General Characteristics
• 5.2 Specific Characteristics
• 5.2.1 Three Fundamental Categories
• 5.2.2 Sub-categories of the Three Fundamental Ones
• 5.2.2.1 VP-based Two-to Six-word Chunks across Sub-categories
• 5.2.2.2 DC-based Two-to Six-word Chunks across Sub-categories
• 5.2.2.3 NP/PP-based Two-to Six-word Chunks across Sub-categories
• Chapter Six Conclusions, Implications and Limitations
• 6.1 Conclusions
• 6.1.1 General Characteristics
• 6.1.2 Specific Characteristics
• 6.1.2.1 Features of Three Fundamental Categories
• 6.1.2.2 Features of Sub-categories
• 6.1.2.2.1 VP-based Two-to Six-word Chunks across Sub-categories
• 6.1.2.2.2 DC-based Two-to Six-word Chunks across Sub-categories
• 6.1.2.2.3 NP/PP-based Two-to Six-word Chunks across Sub-categories
• 6.2 Implications for Writing Teaching
• 6.3 Limitations of the Research
• 6.4 Suggestions for Future Researches
• Bibliography
• Appendix Ⅰ Some Related Tables
• Appendix Ⅱ Qualified Lexical Chunks by Hand in ST3 and ST4
• Appendix Ⅲ Fundamental Categories and Sub-categories