简论以语料库角度语块使用对非英语学生英文写作影响-

论文导读：
摘要：在英语教学中,人们一直关注如何提升学生的写作能力,并且采取了很多种方式策略,但是,效果却不是很好。对于多数学生来说,制约英语写作水平发挥的最大障碍是,在特定情境中,他们不能够在最短的时间内以脑海中提取出自己所需要的单词和短语(严维华2003)。近年来,越来越多的学者认为语块的学习可以有针对性的帮助学生提升他们的写作技能。那究竟什么是语块呢?语块是形式、作用和功能的有机耦合,能够体现出句法、语义和语用之间的必定联系。它们是流畅英语脱口而出的语言基础,可以让人们忽略加工语言的历程而直接提取需要的语言(Wood2001)。通过语块的学习,学生可以提升英语写作的流畅性、准确性和得体性。那么,语块的利用真的可以对学生写作成绩产生积极影响吗?为了解决这个不足,我们必须以以下三个小不足着手：1.在利用语块的历程中,英语水平低的学生具有什么特点?2.在利用语块的历程中,英语水平高的学生具有什么特点?3.英语水平高的学生在写作中会比水平低的学生利用更多语块吗?本探讨以语料库的角度浅析了语块利用对学生英语写作的影响。首先,以中国英语学习者语料库中的大学英语四级和六级作文中随机搜集了1000篇学生作文。以九分作为分界线,9分以上(含9分)的学生作文属于高分组,也就是英语水平相对高的学生,而9分以下的学生作文属于低分组,也就是英语水平相对低的学生。高分组和低分组各500篇作文。然后,在Antconc3.2.4软件的帮助下将3到6词语块分别以高分组和低分组的作文中提取出来。最后,由于一部分被提取出来的语块具有一些语法错误,由此,需要人工筛选将错误的语块剔除,以而得出最终的数据。探讨结果表明,英语水平高的学生和水平低的学生都大量利用3词语块,然后分别是4词语块,5词语块,6词语块。同时,我们可以很直观地看出,英语水平高的学生比水平低的学生利用的语块显著多。这表明,语块的利用与学生的英语水平成正比。也就是说,语块利用能够对学生写作成绩产生积极作用。基于以上的探讨结果,本论文将重点放在了语块对我们英语教学的启迪上,希望这些启迪可以帮助学生提升他们的写作水平。关键词：语块论文写作论文英语水平高的学生论文英语水平低的学生论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Acknowledgements4-5
Abstract5-7
摘要7-10
Chapter 1 Introduction10-13

1.1 Background of the research10-11

1.2 Aim and significance of the research11-12

1.3 Overview of the thesis12-13

Chapter 2 Literature Review13-23

2.1 Definitions of lexical chunks13-14

2.2 Classification of lexical chunks14-16

2.1 From the structural aspect15-16

2.2 From the functional aspect16

2.3 Roles of lexical chunks16-20

2.3.1 Faciptating the fluency of language production17-18
2.3.2 Faciptating the accuracy of language production18
2.3.3 Faciptating the appropriateness of language production18-19
2.3.4 Enhancing language processing capabipty19-20
2.4 Previous research on lexical chunks20-23
2.4.1 Overseas research on lexical chunks20-21
2.4.2 Domestic research on lexical chunks21-23
Chapter 3 Design and Methodology23-38

3.1 Research questions23

3.2 Research methods23-26

3.

2.1 Corpus -based approach23-25

3.2.2 Quantitative method and quaptative method25-26

3.3 Target materials26

3.4 Software used in the research26-27

3.5 The procedure of selecting lexical chunks27-38
3.5.1 The principles of selecting lexical chunks27-28
3.5.

2. The process of making a word pst28-30

3.5.3 The use of software to withdraw word chunks30-37
3.5.4 The selection of useful lexical chunks37-38
Chapter 4 Results and Discussions38-43
4.1 Findings of the features of lexical chunks used by non-Engpsh majors in their compositions38-40
4.2 Findings of the influence of lexical chunk use on non-Engpsh majors' writing40-41
4.3 Discussions about the论文导读：-485.3Attachinggreatimportancetotheoutputoflexicalchunks48-515.3.1Translating48-495.3.2Makingsentences495.3.3Retelpng495.3.4Interactingwithothers495.3.5Writingcompletecompositionswiththesuggestedlexicalchunksandframeworks49-51Chapter6Conclusion51-53

6.1Majorfindings512

findings41-43
Chapter 5 Imppcations on Engpsh Teaching and Learning43-51
5.1 Raising awareness of the lexical chunks43-45
5.

1.1 From the teachers' aspect44

5.

1.2 From the students' aspect44-45

5.2 Increasing the input of lexical chunks45-48
5.2.1 Doing exercises of identifying lexical chunks45
5.2.2 Doing more reading and recitation45-46
5.2.3 Classifying vocabulary in terms of lexical chunks46
5.2.4 Accumulating useful lexical chunks for writing46-48
5.3 Attaching great importance to the output of lexical chunks48-51
5.

3.1 Translating48-49

5.

3.2 Making sentences49

5.

3.3 Retelpng49

5.

3.4 Interacting with others49

5.3.5 Writing complete compositions with the suggested lexical chunks and frameworks49-51
Chapter 6 Conclusion51-53

6.1 Major findings51

6.2 Limitations of the research51-52

6.3 Suggestions for further research52-53

References53-57
Appendix57-65
攻读硕士学位期间科研成果65