Application of the Lexical Chunks to the Oral English Teaching 语块理论在英语口语教学中的应用.docx
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Application of the Lexical Chunks to the Oral English Teaching 语块理论在英语口语教学中的应用.docx
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ApplicationoftheLexicalChunkstotheOralEnglishTeaching语块理论在英语口语教学中的应用
ApplicationoftheLexicalChunkstotheOralEnglishTeaching
语块理论在英语口语教学中的应用
Abstract
Itiswidelyrecognizedthatlexicalchunksplayanimportantroleinsecondlanguageacquisition.Lexicalchunksaresetoflanguagepartswhichappearinahighfrequencyinnaturallanguage.Lexicalchunksarephrasesorsomesyntacticstructuresonthesentencelevelandarefeaturedbyahighdegreeoffixedstructureandmeaning.Theselexicalchunksarestoredinthehumaninformofthewholeandcanhelptoturnthecomplexsyntacticanalysisintorelativelysimplechunkprocessing,thusfacilitatelanguageprocessinganduseandeasethepressureoflanguageproduction.Asaresult,languagelearners’oralEnglishproficiencycanbegreatlyimproved.Thetheoryoflexicalchunksintheteachingemphasisonlanguageinputthatcombinedwiththespecificcontext,notsimpleformoflanguageteaching,butthecomplementarydevelopmentofcommunicativeapproach,isanewwayofspokenEnglishteaching.Soinordertoimprovethestudents’spokenEnglishinfluencyandaccuracy,weshouldmakestudentsplaytheirsubjectiveinitiative,accumulatemorelexicalchunks,usethelanguagefrequentlyinoralEnglishteaching.
Keywords:
lexicalchunk,oralEnglishproficiency,oralEnglishteaching
语块理论在英语口语教学中的应用
摘要
近年来,语块在二语习得中所发挥的作用得到了广泛的认可。
语块是在自然话语中高频率出现的,由短语或者其他句法单位构成的大于单词,且语义和形式都较为固定的语言片段,语块以整体的形式预存在人的大脑中。
它集中了语法、语义和语境的优势,便利了话语的组织及应用过程,减轻了语言使用者的现时语言处理负担。
语块的习得对于英语学习者口语输出的流利度、准确度均有推动作用。
语块理论在教学上强调语言的输入与具体语境的结合,不是单纯的语言形式教学,而是对交际法的补充发展,是英语口语课堂教学的一条新途径。
因此,在口语课堂教学中要让学生发挥其主观能动性,多积累,多使用语块,增进其口语表达的地道性、流利性及准确性,以提高其英语口语水平。
关键词:
语块,口语能力,口语教学
Contents
AbstractI
摘要II
1Introduction1
1.1Backgroundofthestudy1
1.2Significanceofthestudy2
2LiteratureReview3
2.1Introductiontolexicalchunk3
2.1.1Definitionoflexicalchunk3
2.1.2Classificationoflexicalchunk4
2.1.3Functionsoflexicalchunk6
2.2AnoverviewoforalEnglishskills8
2.2.1GeneralelementsoforalEnglishskills8
2.2.2GeneralfeaturesoforalEnglishskills9
2.2.3ResearchonoralEnglishskills10
3LexicalApproachandOralEnglishTeaching11
3.1Introductiontolexicalapproach11
3.2TheroleoflexicalapproachinoralEnglishteaching13
4Conclusion15
4.1Majorfindings15
4.2Suggestionsforfutureresearch16
Bibliography17
Acknowledgements18
ApplicationoftheLexicalChunkstothe
OralEnglishTeaching
1Introduction
1.1Backgroundofthestudy
Withtheglobalizationoftheworld,English,asabasicandpowerfulmeansofcommunication,playanimportantroleintheworldwidecommunicationinmanyfields,soforEnglishlearners,toimprovelanguageproficiency,especiallytheiroralEnglishproficiency,seemsurgentundersuchcircumstances.
Whilespeakingalanguagemeansconversinginit,andcomprehendingalanguagemeansunderstandingphrases,notasisolatedbitsofgrammaticalstructure,butaspartsofgeneralebbandflowofthesurroundingdiscourse.IntermoforalEnglishproficiency,atleasttwoaspectsshouldbepaidattentiontoandtheyarenativelikeaccuracyandnativelikefluency.However,thestatusquoofEnglishlearnersisfarfromsatisfactory.
Recentworkincorpusanalysisandcomputationallinguisticshasmadeitpossiblethathugequantitiesofnaturaltextcanbeanalyzed,anditisconsideredthatthereexitsaphenomenonoflanguagechunksinEnglishandmuchofourlanguageoutputisnotformedfromthesmallestunitsbutareformedintheformofmulti-word‘chunks”oflanguage.Theselexicalchunksarestoredinthehumanbraininformsofthewhole,anddrawtheiradvantagesingrammar,meaningaswellasthecontext.What’smore,cognitiveandpsycho-linguisticresearchgiveevidencestosupporttheuseoflexicalchunks.Itisbelievedthatlanguageacquisitionisadualmodesystem,inwhichabalanceisachievedbetweenrulesandexamples,lexicalchunksinparticular,accordingtodifferentcommunicationgoals.Thelexicalchunkscanhelpturnthecomplexsyntacticanalysisintorelativelysimplechunkprocessing,greatlymakinglanguageprocessingeasy,reducingtheburdenoflanguageprocessing,improvingthefluencyandaccuracyandhelpinginternalizinggrammaticalrulesoflanguageoutput.
1.2Significanceofthestudy
Generally,despitemanyyearsofEnglishlearning,themostoftheEnglishlearnersinChina,haven’tlaidasolidfoundationofEnglishknowledgerelatively.AlthoughtheyareeagertostudyEnglishwell,whentheyputgreatefforttolearnEnglishandbuttogetlittleprogress,theywillloseconfidenceandbelieveEnglishtohardtolearnwell.Inmostcases,theirgrammarisweak,theirvocabularyinmemoryissmallandtheyspeakEnglishwithdissatisfiedaccuracyandfluency,eveniftheyareeagertostudyEnglishlanguagewell.
Fromtheperspectiveofthisphenomenon,anewEnglishteachingandlearningapproachshouldbeconductedinordertomeettheneeds.Inthispaper,alexicalchunk-basedapproachisputforwardasanewwaytoimprovelanguagelearner’soralEnglishteaching,relativestrategiescanbecarriedouttoprovideinstructionsforanorallanguageteachingandlearning.
2LiteratureReview
2.1Introductiontolexicalchunk
Inthissection,thedefinitionoflexicalchunksisintroducedfirstly,andthenwillcometotheclassificationandcharacteristicsofchunks,inordertogetanoverviewandabetterunderstandingwhychunkplaysanimportantroleinteachingapproach,itisfollowedbysomeinsightsaboutthefunctionsofchunks.
2.1.1Definitionoflexicalchunk
Manyresearchersareawareoftheformulaicnatureoflanguage,andtheybelievethatsomeready-madememorizedcombinationsormulti-wordlexicalunitscouldbestoredorretrievedquickly.Fornativespeakers,theystoremanyprefabricatedchunkintheirmemory.
Withtherapiddevelopmentofcorpuslinguistics,languagechunksinthepositionandroleofsecondlanguageacquisitionhasbecomeahotspotoflinguisticincreasingly.Simplyspeaking,lexicalchunkspreformedastringormeaningfulunitcontinuouslyordiscontinuously,itisstoredinmemory,whenusingwecanextractdirectly,withoutgrammargeneratedandanalyzed.Lexicalchunksincorporatestheadvantageofsyntax,semanticsandcontext,hasafixedgrammarstructurelimit,stability,collocationmeaningandspecificpragmaticenvironment,itislikealanguageofsemi-finishedproducts,canbeusedastheidealunitforstorageandoutput,isadvantageoustotheaccuracyoflanguageexpression.AccordingtoWiddowsonH.G’sstudy(1989)foundthat80%oftheEnglishwordsbytheplatestructure,thatistosay,mostofthewordsarerealizedbylanguagechunks,lexicalchunksisEnglishthelanguageunit.
BiberD.&FineganE.(1989)introducedtheconceptaboutlexicalchunks.Theypointedoutthatlexicalchunksoriginallyreferredtoaparticularmulti-wordphenomenon,whichhavethecharacteristicsoftraditionalgrammarandlexis,andatthesametimeitisusuallystoredinaformulaicstructureoffixedorsemi-fixedchunks.
Thelexicalphrasesas“chunks’oflanguageofvaryinglength,andlexicalphrasestraditionalpolesaremulti-wordlexicalphenomenawhichexistsomewherebetweenthetraditionalgrammaroflexicalandsyntax,conventionalizedformcompositesthathappenmorefrequentlyandhavemoreidiomaticallyformedmeaningthantheformsoflanguagethatisputtogethereverytime.
Wood(1986)claimsthatlexicalchunksare“aspartsoflanguage,theyaresequence,continuousorsometimesdiscontinuous,ofwordsorothercomponents,whichare,prefabricated;whichmeansthattheyarestoredandretrievedaswholefrommemoryatthetimeofuse,insteadtheyarebeingsubjecttoanalysisbythelanguagegrammarrules”.Thelexicalchunksasthevocabularyitemswhichincludeasequenceoftwoormulti-wordsthatsemanticallyorsyntacticallyformameaningfulandinseparablecomponent.
Therefore,itisideaof“lexicalapproach”presentedbyLewisasanalternativetothetraditionalgrammar-basedteachingapproaches.Andthemainprincipleofalexicalapproachisthe“languageincludegrammaticalizedlexis,(lewis,1993).Lexisgreatlyemphasizedinthisteachingapproach.
2.1.2Classificationoflexicalchunk
Chomsky'slanguageacquisitionresearchhasfoundthatchildrenlearnlanguagefromlexicalchunksacquisition,especiallyintheearlylearningandmemory.Whenthechildrenusethe"whatdayisittoday?
",theyusethefivewordsasaintegralunit,anddon'tknowthatisafive-wordsconstitutelinguisticunit.Whiletheylearn"Whatdayisittomorrow?
",theystillregard“Whatdayisit"asawholeunit.Theyuse“It’s...”asawholeunittoanswerthatquestion.Atthesametime,Theystore“come-on,kiss-me,I-love-you"suchstructuresasawholeunitofmemory.Childrenrepeatedlyandsuccessfullyusesomesimilarmodes.Theygeneralizethestructurerulesandthenformthegrammaticalabilitythatasapartofthelexicalchunks,asawholeexistsinthementallexicon.
Nattinger&Decarrico(1992)arguethatlanguagefluencyisnotdependonhowmuchthegenerativerulesofgrammarhasstoredinthelearners’brainsbutdependsonhowmuchlexicalchunksofthelanguagehasactuallystoredinthelearners’brains.Itislexicalchunksthatenablepeopletoexpressthemselvesfluently.In1993,MichaeiLewis,alinguist,putforwardthelexicalchunkteachingtheory(LexicalApproach)inhistreatise.Lexicalchunksiscomposedofmultiplewords,combinedwiththesyntaxandsemanticsandcontext,bothhavethefunctionofvocabularyandgrammar,theformofthat
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