阐述语料库中国英语学习者作用单位中词汇衔接实现设计

论文导读：ceptionofLexicalCohesion122.1.2Hoey'sConceptionofLexicalCohesion12-132.1.3Martin'sConceptionofLexicalCohesion132.2RelatedTheoreticalStudies13-172.2.1TheTheoryofLexicalGrammar142.2.2UnitsofMeaning14-152.2.3TheAnalysisofLexicalItem15-162.2.4TheRedefinitionofLexicalCoh
摘要：词汇作为语言最基本的组成部分,一直以来都是人们探讨的重点。本探讨利用CLEC(中国学习者英语语料库)和LFF(LOCNESS语料库,FLOB语料库和FROWN语料库的合称)分别作为学习者语料库和本族语者语料库,选取三个动词suppose, seek, reduce和三个名词attention, effort, impression作为探讨对象,采取Sinclair "词项”模型的浅析策略,通过观察索引行,以搭配,类连接,语义倾向与语义韵四个方面比较探讨了中国学习者和本族语者英语写作中的词汇衔接特点。就上面陈述的六个词的探讨表明：中国英语学习者利用的搭配词种类比本族语者要少。尽管搭配词的频率和MI值有所不同,但是学习者搭配词中既有着一部分典型搭配,同时也有着一些语搭配。学习者作文中的词汇共现方式较单一或不贴切；中国英语学习者能够较好的掌握这些词汇的基本语义,即中文语义和英文语义交叉的一部分,但也容易忽略其它的语义项,以而造成了类连接类型的缺失,同本族语者相比,词汇衔接度相对较低。关键词：语料库论文作用单位论文词汇衔接论文词项论文搭配论文
本论文由www.7ctime.com,需要论文可以联系人员哦。摘要5-6
Abstract6-9
Chapter One Introduction9-12
1.1 Significance and Background of the Study9-10

1.2 Purpose of the Study10-11

1.3 Organization of the Present Study11-12
Chapter Two Literature Review12-21
2.1 Categorization and Definitions of Lexical Cohesion12-13
2.1.1 Halpday and Hason's Conception of Lexical Cohesion12
2.1.2 Hoey's Conception of Lexical Cohesion12-13
2.1.3 Martin's Conception of Lexical Cohesion13

2.2 Related Theoretical Studies13-17

2.1 The Theory of Lexical Grammar14

2.2 Units of Meaning14-15

2.3 The Analysis of Lexical Item15-16

2.2.4 The Redefinition of Lexical Cohesion16-17
2.3 Definitions of Collocation,Colpgation,Semantic Preference and Semantic Prosody17-19
2.4 The Importance of Lexical Cohesion in Language Acquisition19

2.5 Related Empirical Studies19-21

2.

5.1 Related Empirical Studies Abroad19-20

2.5.2 Related Empirical Studies at Home20-21
Chapter Three Research Methodology21-26

3.1 Research Aims21

3.2 Corpora and the Software Employed21-22
3.

2.1 Source of Data21-22

3.

2.2 Software Involved22

3.3 Statistical Measures22-23

3.4 Corpus-driven Approach23-24

3.5 Research Procedures24-26

Chapter Four Results and Discussion26-62

4.1 The Analysis of Suppose26-30

4.1.1 The Collocation of Suppose26-论文导读：Seek344.2.4TheSemanticProsodyofSeek34-354.2.5TheConclusionofSeek35-364.3TheAnalysisofReduce36-414.3.1TheCollocationofReduce36-384.3.2TheColpgationofReduce38-404.3.3TheSemanticPreferenceofReduce404.3.4TheSemanticProsodyofReduce40-414.3.5TheConclusionofReduce414.4Th
28
4.

1.2 The Colpgation of Suppose28

4.1.3 The Semantic Preference of Suppose28-29
4.

1.4 The Semantic Prosody of Suppose29-30

4.

1.5 The Conclusion of Suppose30

4.2 The Analysis of Seek30-36
4.

2.1 The Collocation of Seek30-33

4.

2.2 The Colpgation of Seek33-34

4.

2.3 The Semantic Preference of Seek34

4.

2.4 The Semantic Prosody of Seek34-35

4.

2.5 The Conclusion of Seek35-36

4.3 The Analysis of Reduce36-41
4.

3.1 The Collocation of Reduce36-38

4.

3.2 The Colpgation of Reduce38-40

4.

3.3 The Semantic Preference of Reduce40

4.

3.4 The Semantic Prosody of Reduce40-41

4.

3.5 The Conclusion of Reduce41

4.4 The Analysis of Attention41-48

4.1 The Collocation of Attention41-44

4.2 The Colpgation of Attention44-45

4.4.3 The Semantic Preference of Attention45-46
4.4.4 The Semantic Prosody of Attention46-47

4.5 The Conclusion of Attention47-48

4.5 The Analysis of Effort48-54

4.5.1 The Collocation of Effort48-50

4.5.2 The Colpgation of Effort50-52

4.5.3 The Semantic Preference of Effort52-53

4.5.4 The Semantic Prosody of Effort53

4.5.5 The Conclusion of Effort53-54

4.6 The Analysis of Impression54-62

4.6.1 The Colpgation of Impression54-57

4.6.2 The Colpgation of Impression57-60

4.6.3 The Semantic Preference of Impression60
4.6.4 The Semantic Prosody of Impression60-61

4.6.5 The Conclusion of Impression61-62

Chapter Five Conclusions62-66

5.1 Summary of Findings62-63

5.2 Pedagogical Imppcations63-64

5.3 Limitations and Suggestions64-66

Bibpography66-70
Acknowledgements70