语块理论在英语口语教学中的应用ApplicationoftheLexicalChunkstotheOWord格式.docx
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语块理论在英语口语教学中的应用ApplicationoftheLexicalChunkstotheOWord格式.docx
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摘要
最近几年来,语块在二语习得中所发挥的作用取得了普遍的认可。
语块是在自然话语中高频率显现的,由短语或其他句法单位组成的大于单词,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进程,减轻了语言利用者的现时语言处置负担。
语块的习得关于英语学习者口语输出的流畅度、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进展,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,多积存,多利用语块,增进其口语表达的地道性、流畅性及准确性,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
Backgroundofthestudy1
Significanceofthestudy2
2LiteratureReview3
Introductiontolexicalchunk3
Definitionoflexicalchunk3
Classificationoflexicalchunk4
Functionsoflexicalchunk6
AnoverviewoforalEnglishskills8
GeneralelementsoforalEnglishskills8
GeneralfeaturesoforalEnglishskills9
ResearchonoralEnglishskills10
3LexicalApproachandOralEnglishTeaching11
Introductiontolexicalapproach11
TheroleoflexicalapproachinoralEnglishteaching13
4Conclusion15
Majorfindings15
Suggestionsforfutureresearch16
Bibliography17
Acknowledgements18
ApplicationoftheLexicalChunkstothe
OralEnglishTeaching
1Introduction
Backgroundofthestudy
Withtheglobalizationoftheworld,English,asabasicandpowerfulmeansofcommunication,playanimportantroleintheworldwidecommunicationinmanyfields,soforEnglishlearners,toimprovelanguageproficiency,especiallytheiroralEnglishproficiency,seemsurgentundersuchcircumstancesWhilespeakingalanguagemeansconversinginit,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.
Significanceofthestudy
Generally,despitemanyyearsofEnglishlearning,themostoftheEnglishlearnersinChina,haven’tlaidasolidfoundationofEnglishknowledgerelatively.AlthoughtheyareeagertostudyEnglishwell,whentheyputgreatefforttolearnEnglishandbuttogetlittleprogress,theywillloseconfidenceandbelieveEnglishtohardtolearnwell.Inmostcases,theirgrammarisweak,theirvocabularyinmemoryissmallandtheyspeakEnglishwithdissatisfiedaccuracyandfluency,eveniftheyareeagertostudyEnglishlanguagewell.
Fromtheperspectiveofthisphenomenon,anewEnglishteachingandlearningapproachshouldbeconductedinordertomeettheneeds.Inthispaper,alexicalchunk-basedapproachisputforwardasanewwaytoimprovelanguagelearner’soralEnglishteaching,relativestrategiescanbecarriedouttoprovideinstructionsforanorallanguageteachingandlearning
2LiteratureReview
IntroductiontolexicalchunkInthissection,thedefinitionoflexicalchunksisintroducedfirstly,andthenwillcometotheclassificationandcharacteristicsofchunks,inordertogetanoverviewandabetterunderstandingwhychunkplaysanimportantroleinteachingapproach,itisfollowedbysomeinsightsaboutthefunctionsofchunks.
DefinitionoflexicalchunkManyresearchersareawareoftheformulaicnatureoflanguage,andtheybelievethatsomeready-madememorizedcombinationsormulti-wordlexicalunitscouldbestoredorretrievedquickly.Fornativespeakers,theystoremanyprefabricatedchunkintheirmemory.
Withtherapiddevelopmentofcorpuslinguistics,languagechunksinthepositionandroleofsecondlanguageacquisitionhasbecomeahotspotoflinguisticincreasingly.Simplyspeaking,lexicalchunkspreformedastringormeaningfulunitcontinuouslyordiscontinuously,itisstoredinmemory,whenusingwecanextractdirectly,withoutgrammargeneratedandanalyzed.Lexicalchunksincorporatestheadvantageofsyntax,semanticsandcontext,hasafixedgrammarstructurelimit,stability,collocationmeaningandspecificpragmaticenvironment,itislikealanguageofsemi-finishedproducts,canbeusedastheidealunitforstorageandoutput,isadvantageoustotheaccuracyoflanguageexpression.AccordingtoWiddowsonH.G’sstudy1989foundthat80%oftheEnglishwordsbytheplatestructure,thatistosay,mostofthewordsarerealizedbylanguagechunks,lexicalchunksisEnglishthelanguageunitBiberD.&
Fineganintroducedtheconceptaboutlexicalchunks.Theypointedoutthatlexicalchunksoriginallyreferredtoaparticularmulti-wordphenomenon,whichhavethecharacteristicsoftraditionalgrammarandlexis,andatthesametimeitisusuallystoredinaformulaicstructureoffixedorsemi-fixedchunksThelexicalphrasesas“chunks’oflanguageofvaryinglength,andlexicalphrasestraditionalpolesaremulti-wordlexicalphenomenawhichexistsomewherebetweenthetraditionalgrammaroflexicalandsyntax,conventionalizedformcompositesthathappenmorefrequentlyandhavemoreidiomaticallyformedmeaningthantheformsoflanguagethatisputtogethereverytimeWood1986claimsthatlexicalchunksare“aspartsoflanguage,theyaresequence,continuousorsometimesdiscontinuous,ofwordsorothercomponents,whichare,prefabricated;
whichmeansthattheyarestoredandretrievedaswholefrommemoryatthetimeofuse,insteadtheyarebeingsubjecttoanalysisbythelanguagegrammarrules”.Thelexicalchunksasthevocabularyitemswhichincludeasequenceoftwoormulti-wordsthatsemanticallyorsyntacticallyformameaningfulandinseparablecomponentTherefore,itisideaof“lexicalapproach”presentedbyLewisasanalternativetothetraditionalgrammar-basedteachingapproaches.Andthemainprincipleofalexicalapproachisthe“languageincludegrammaticalizedlexis,lewis,1993.LexisgreatlyemphasizedinthisteachingClassificationoflexicalchunk
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&
Decarrico1992arguethatlanguagefluencyisnotdependonhowmuchthegenerativerulesofgrammarhasstoredinthelearners’brainsbutdependsonhowmuchlexicalchunksofthelanguagehasactuallystoredinthelearners’brains.Itislexicalchunksthatenablepeopletoexpressthemselvesfluently.In1993,MichaeiLewis,alinguist,putforwardthelexicalchunkteachingtheoryLexicalApproachinhistreatise.Lexicalchunksiscomposedofmultiplewords,combinedwiththesyntaxandsemanticsandcontext,bothhavethefunctionofvocabularyandgrammar,theformofthatisrelativelyfixedsothatisremembered,processed,storedandextractedasawholeunit.In1997,Lewisdividedlexicalchunksintothefollowingseveraltypes:
1Phrasalverbs:
put
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