英语语块对英语语法习得影响的实证研究 85页

声明本人郑重声明：所呈交的学位论文，是本人在指导教师的指导下，独立进行研究所取得的成果。除文中已经注明引用的内容外，本论文不包含其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本声明的法律责任由本人承担。论文作者签名：穸呼^免孑⋯日期：一塑!主!堑：生关于学位论文使用权的说明本人完全了解太原理工大学有关保管、使用学位论文的规定，其中包括：①学校有权保管、并向有关部门送交学位论文的原件与复印件；②学校可以采用影印、缩印或其它复制手段复制并保存学位论文：③学校可允许学位论文被查阅或借阅；④学校可以学术交流为目的，复制赠送和交换学位论文；⑤学校可以公布学位论文的全部或部分内容(保密学位论文在解密后遵守此规定)。签名：孵哆孑日期：劢／岁、莎，莎导师签名：日期：印／岁．矽·6 太原理工大学硕士学位论文ANEMPIIUCALRESEARCH0NTHEIMPACTOFENGLISHLEXICALCHUNKSONGRAMMARACQUISITONABSTRACTGrammarteachinghasbeenallindispensableandessentialpartofforeignlanguageteaching．Traditionalgrammarteachingisakindofteachingandpracticingofgrammaticalrules，whosedisadvantageshavebeendiscussedformanyyears．People，amongwhomisKrashen，havebeenarguingthatgrammaticalstructuresCannotbetransformedintounconsciouslanguageability．However，withthetheoryoflanguagechunksbeingpopular,researchersfoundthatgrammarisnolongerafixedstructurebutaunityofstructuresandmeaning，whichismutativeanddiscoursal．Thatistosay,foreignlanguageteachersshouldseeandteachgrammarinanewperspective．Researchersofthetraditionallinguisticshavepaidmuchattentiontogrammaticalrulesandholdtheopinionthatlanguagecommunicationmeansmakingupsentences谢t11grammaticalstructures，whileresearchersofthetheoryoflexicalchunksstatethatweshouldfocusonlexicalchunksingrammarteaching，whichCanhelplanguageleamerstousethetargetlanguagebetterandmakesecondlanguagesmoregrammaticalanddiscoursailyacceptable．Aslexicalchunksincludebothgrammarandlexicons，whicharealsocalledindivisiblelexicons，lexicalchunksCanbeseenasanidealunitofgrammarteaching．So，learninglexicalchunksCanhelplanguagelearnershaveamorefluentandaccurateoutputofthetargetlanguageandstrengthentheirsenseofaccomplishment．Atthesametime，goodoutputisalsogoodforbettermemoryandstorageoftargetlanguagesSOastoimproveefficiencyof删2㈣弱删5Ⅲ9洲3舢Z舢Y 太原理工大学硕士学位论文learningandspeaking．ThestudyisbasedonthetheoryofLexicalApproachbyMichaelLewis(1997)．InLewis’part，languageisnotmadeupwithtraditionalgrammarandlexiconsbutmadeupwithmulti-wordprefabricatedchunks，whicharereferredtoasclusters，chunksorbundles．Lexicalchunksareanessentialcomponentoffluentlinguisticproductionandakeyfactorinsuccessfullanguagelearning．Thisresearchisaimingatsolvingthefollowingproblems：1)Canlexicalchunksbetaughtandacquiredbystudents．2)Canlexicalchunksteachinghelpgrammarteachingmorethantraditionalteaching．3)Whatarethepossibleinfluenceoflexicalchunksongrammaracquisition?Thestudyisundergonebybothquantitativeanalysisandqualitativeanalysis．Twoclassesofcollegefreshmenareinvolvedandoneistheexperimentalclassandtheotheristhecontrolclass．Thereare30non—Englishuniversitystudentsinbotlltheclasses．Theresearchertestsallofthem、Ⅳitllessaywritingatfirst．Theirscoreswillbetestedbyone·wayANOVAtoseeifstudentsinthetwoclasseshaveasignificantdifference．Thenteachingthetwoclassesinadifferentwayisundergoingawholesemester．Theexperimentalclassistaughtknowledgeaboutlexicalchunks．Teachersteachhowtotellandusethelexicalchunksandaskthemtopracticeoverandoveragain．Thenstudentsareaskedtoaccumulatelexicalchunksandpracticethemastheirhomework．Atthesametime，thecontrolclassistaughtinthetraditionalway,afterwhichthesametaskofessaywritingtestsboththetwoclassesandtheirfinalscoresaretestedbypairedsamplesT-testtoseeiftheyhavesignificantdifferenceswitllscoresofthefirsttestandaretestedbyone-wayANOVAtomakeoutifthetwoclasseshavesignificancesaftertheexperiment．Afteranalyzingthedatacollectedintheexperiment，theresearcherfindsoutthatlexicalchunkstheoryhasapositiveeffectonthegrammarteachingandlearning，whichCaneasilyproveLewis’lexicalapproachtheory(1993)。ThisisquiteusefulinthefieldofSLAandSLteaching．ItcanwellguidelanguageteacherstoteachEnglishinanewwayandguideresearcherstOhavethinkingongrammarteaching．；i 太原理工大学硕士学位论文Along淅t11thequantitativeanalysis．qualitativeanalysisisalsoused．TheresearcheranalyseshowmanylexicalchunksthestudentsuseandteststhenumberanddiversityoflexicalchunksthestudentsuseandiflexicalchunksCanhelpimprovethesituationofchinglish，repeatedexpressionsandinappropriategrammarstructuresTheresearcherlearnsfromthequantitativeanalysisthatlexicalchunkscanbetaughtandacquired．ItCanhelpimprovetheabilityofaccuracyandwordsdiversity．Thestudentsintheexperimentalclassmakemoreprogressinmanyaspectsthanthoseinthecontrolclass．KEYWORDS：grammaracquisition，lexicalchunks，SLA 太原理工大学硕士学位论文 太原理工大学硕士学位论文英语语块对英语语法习得影响的实证研究摘要语法教学一直是外语教学中一个不可或缺的组成部分，传统的语言学过分关注语法规则，认为语言交际就是运用语法规则遣词造句。传统语法教学是对语法规则的讲解和操练，其弊端已被讨论多年，研究者认为语法结构无法转变为无意识的语言能力，领军人物为Krashen(1981)。随着语块理论的兴起，研究者发现语法不仅仅限于固定的结构形式，更是变化的、语篇的，语法与意义形成有机的统一。教师应从新的角度去看待语法、教授语法。语块理论表明，语块本身就是语法和词汇相互渗透，不可分割的“语法化的词汇”，所以，语块可以看做是理想的语法教学单位，帮助语言学习者更好的运用目标语，使二语更具有语法、词汇、句法和语篇的合适性。同时，语块的学习可以增加语言习得者的流利性和准确性，增强其成就感，表达更加地道，有利于更好的记忆和存储并且提高听和读的处理效率。本实验研究的理论依据是Lewis(1997)的语块理论(LexicalApproach)。语块包括搭配、固定或半固定短语、习语，它能使语言输出变得更加方便、快捷和流利。此理论认为，本族语人的语言之所以流利，是因为他们的词汇不是单个存储在记忆里，而是以词块的形式储存在记忆里，在使用的时候整体提取，减少了语言提取的时间和困难。在学习和应用语言时，词汇是第一位的，语法只起辅助作用，语言意义的产生和实现主要是通过语块而不是靠语法结构完成。本研究采取定量和定性的研究方法通过实证分析，来研究语块辅助语法教学是否比传统语法教学更加有效，是语块研究领域的另一比较创新之处，对促进语块教学的发展及语法教学的进步都有一定的意义。 太原理工大学硕士学位论文实验中被试为大学两个非英语专业班级，一个为实验班(30人)，一个为对照班(30人)。教材为<<新视野大学英语>>第一册，实验班以语块教学为主线，结合英汉语块的相互关系，集多种任务教学法、翻译法及自觉实践法、吸收输出一系列教与学的活动，引导学生辨认、学习、使用和积累语块，并形成英汉语块的对照和对比。对照班实施常规教学。实验期限为一个学期。前后测分别为同一篇命题作文，分别从其词汇多样性、准确性、完整性、流利性四方面来评定。实验前通过单因素方差检验证明两个班确实无显著性差异。实验结束后，通过比较均值，分析两个班内分别有何差异以及两个班之间的差异，并通过配对样本T检验来检查实验班和对照班的成绩分别有无显著变化，再通过单因素方差检验检查两个班的成绩在实验后有无显著性差异。定量分析的同时，作者对学生作文中语块使用的情况进行了定性分析，通过分析学生作文中语块使用的数量和多样性来分析其使用语块的情况，对单词重复率高、中式英语较多和语法使用牵强的情况是否有改观。结果证明：语块可以通过真实的课堂习得，而且语块教学理论下的实验班学生比普通教学下的控制班的学生在语法能力方面有更显著的进步。关键词：语法习得，语块教学，二语习得Vl 太原理工大学硕士学位论文————————————————————————————————————————————————————一————————————————————————————一CONTENTSABSTRACT⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．VCONTENTS⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯VIIListofTables．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．⋯．．．⋯．．．．．．．．．．．．⋯．．．．．．．．．．．·⋯．．···IXListofAbbreviations．⋯．．⋯．⋯．⋯．．．⋯．．⋯⋯．．⋯．．．⋯．．．⋯⋯．⋯．⋯⋯⋯XIChapterOneIntroduction．．．．．．．．．．．．．．．．．．⋯．．⋯．．．．．．．．．．．．．．．．．⋯．．⋯．····11．1OrganizationoftheThesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯一11．2SignificanceofResearchesonLexicalChunks．．．⋯．．．．．⋯．．．．．⋯⋯⋯⋯．．．．⋯．．．．⋯．．．．．．11．3A‘msoftheThesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯4ChapterTwoLiteratureReview．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．····52．1LiteratureReviewoftheLexicalChunks⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．52．1．1ConceptionofLexicalChunks⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯52．1．2CategoriesofLexicalChunks⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯72．1．3FunctionofLexicalBundlesforSecondLanguageLearning⋯⋯⋯⋯⋯⋯⋯102．2LiteratureReviewofGrammarTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．142．2．1TheDefinitionofGrammar⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．142．2．2PreviousStudyofGrammarTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯152．2．3DifferentApproachesofGrammarTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．162．3LexicalChunksinGrammarTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯l‘72．4TheoreticalFrameworkoftheThesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．20ChapterThreeMethodology．⋯．⋯⋯⋯⋯．．．⋯．．．．．．．．．．．．．．⋯．．．．．⋯．．·233．1Introduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．233．1．1PurposeandSignificanceofPresentStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．233．1．2ResearchQuestions⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．243．2DesignoftheResearch．⋯．．．．．⋯．．．．．．⋯．．．．．．．．．．．⋯⋯．．．．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯253．2．1Subjects⋯⋯⋯⋯．．．．．．⋯．．．．．．．．．⋯．⋯．．．．．．．．．⋯⋯⋯．．．．⋯．⋯⋯．．．．．．⋯⋯⋯．．．．．．．⋯．．，．⋯．．．25V1l 太原理工大学硕士学位论文3．2．2ResearchMethods⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯．．．⋯．．．⋯⋯．．⋯．．253．3ProceduresoftheResearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．273．3．1PreparationfortheExperiment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．273．3．2Pre-testoftheExperiment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯283．3．2．2ReliabilityofEssayTest⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯3I3．3．3TeachingApproachesAppliedinEachClass⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯．．．．．．．333．3．4Post-testaltertheExperiment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．41ChapterFourResultsandDiscussions．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．434．1ComparisonwithinEachClass．⋯⋯．⋯．．．．．．．．⋯．⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯．434．1．1ComparisonwithintheCon20lClass⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．434．1．2ComparisonwithintheExperimentalClass．．．．．．．．．．．．．．．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯454．2ComparisonbetweentheExperimentalandControlClass⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯．464．3QualitativeAnalysisoftheResults⋯⋯⋯．．．⋯⋯⋯．．⋯．．⋯．⋯⋯⋯⋯⋯．．．．⋯．．⋯⋯．．．⋯484．4SummaryandDiscussion⋯⋯．．．．．．．．⋯⋯．．．．．．．．．．．．⋯⋯⋯⋯⋯．⋯⋯．．．．⋯⋯⋯．⋯⋯⋯．．．．．．49ChapterFiveMajorFindingsandImplications．．．．．．．．．．．．．．．．．．．535．1Majorfindings⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．535．2ImplicationsofPedagogyandLearningStrategy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯545．2．1ImplicationsforTeachers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯545．2．2ImplicationsforStudents⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．575．2．3ImplicationsforCollegeEnglishEducation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯585．3LimitationsofthePresentResearchandSuggestionsforFurtherResearch⋯．．595．3．1LimitationsofthePresentResearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯595．3．2SuggestionsforFurtherResearchers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．60ChapterSixConclusion⋯．⋯．⋯．⋯．⋯．⋯．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．63BIBLIOGRAPHY⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．65ACKNOWLEDGEMENTS⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．69PUBLISHEDPAPERS⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯71V111 太原理工大学硕士学位论文ListofTablesTable2．1ClassificationsofLexicalChunks⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．9Table3．1CommonErrorsinComposition⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯30Thble3·2ReliabilityAnalysisoftheEssayTask⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．31Table3．3Item．TbtalStatisticsofReliabilityAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．31Table4-1MeanValuesComparisonwithintheControlClass⋯⋯⋯⋯⋯⋯．⋯．43Table4．2PairedSamplesTestwithintheControlClass⋯．⋯⋯⋯⋯．⋯⋯⋯⋯⋯．44，】阻ble4—3MeanValuesComparisonwithintheExperimentalClass⋯⋯⋯⋯．45Thble4-4PairedSamplesTestwithintheExperimentalClass⋯⋯⋯⋯⋯⋯⋯。46Table4—5MeanValuesComparisoninthePost．testbetweentheTw0Class477Table4．6ANOVA2ofthePost．test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯48 太原理工大学硕士学位论文X 太原理工大学硕士学位论文SLASLTEFLListofAbbreviationsSecondLanguageAcquisitionSecondLanguageTeachingEnglishasaForeignLanguageSWECCLSpokenandWrittenEnglishCorpusofChineseLearnersFLFS(s)CELCET4FormulaicLanguageFormulaicSequence(s)ChineseEnglishLearnersCollegeEnglishTestBand4Ⅺ 太原理工大学硕士学位论文 太原理工大学硕士学位论文ChapterOneIntroduction1．1OrganizationoftheThesisThethesisconsistsoffivechapters．Thefirstchaptergivesabriefintroductionabouttheaimsofthisthesis，thesignificanceofresearchesonlexicalchunks，andthegeneralorganizationofthisthesis．Thesecondchaptergivesadetailedliteraturereviewoflexicalchunks，includingdefinition，classification，andfunctionoflexicalchunksandcurrenttheoreticalfindings．ChapterThreemainlytalksabouttheempiricalresearch，whichincludestheintroductionofresearchobjectives，subjects，instruments，proceduresandSOon．Datacomingfromboththepre-testandpost-testareanalyzedanddiscussedaccordingtOtwohypothesesandonequestion．Thetwohypothesesarea)lexicalchunkscanbetaughtinarealclass；b)TheknowledgeoflexicalchunksandEnglishgrammarproficiencyarepositivelycorrelated．Thequestionis：towhatextentarethetwofactorsrelated?Thechapterfourisconclusionforthisthesis．Inthispart，theauthorsummarizesthewholethesisandproposessomesuggestionsforbothstudentsandteachersandforfurtherstudy．ChapterfiveistheconclusionofthewholepaperandshowstheexpectationOthefultherresearching1．2SignificanceofResearchesOilLexicalChunksThestudyoflexicalchunksdatedfromnearly70s’ofthelastcentury．Researchersbelievedthataconsiderableproportionofourdailyutterancesarenotgeneratedbyrulesbutretrievedasawholefromstorage．Sinclairclaimed”Alanguageuserhasavailabletohimorheralargenumberofsemi-preconstructedphrasesthatconstitutesinglechoices，eventhoughtheymightappeartobeanalyzableintosegments”(1991)．Accordingtothispoimofview,increasinglylargenumberofresearchersacceptedtheideathatlanguageisgeneratedinlexicalchunksratherthanonewordbyoneword．ThenitbroughtoutalotofempiricalstudiestOtestifythistheory．Amongtheresearchers，Sinclair(1991)，NattingerandDecarrico(2000)， 太原理工大学硕士学位论文Lewis(1993)andWray(2008)areofthegreatestsignificance．InLexicalPhrasesandLanguageTeaching，NattingerandDeCarrico(2000)dividedlexicalchunksintofourkinds．Theyarepolywords，institutionalizedexpressions，phrasalcons仃aintsandsentencebuilders．Atthesametime，accordingtodifferentpragmaticenvironment，theyCallalsobeclassifiedintothreekinds：socialinteractions，necessarytopicsanddiscoursedevices．Heclaimedthataleamer’SabilitytoapplyprefabricatedchunksoflanguageCandeterminehisorherpragmaticcompetence．Frequentmulti·wordcombinationsareveryefficientunitstoassistcommtmicationbymakinglanguagemorepredictabletothehearer．Sinclair(1991)said，mosteverydaywordsdonothaveanindependentmeaning，ormeanings，butarecomponentsofarichrepertoireofmulti-wordpatternsthatmakeupatext．Thisistotallyobscuredbytheproceduresofconventionalgrammar．InTheLexicalApproach，MichaelLewis(1993)assertedthatlanguageisnotgrammaticallexiconsbutlexicalgrammar．Peopleputoutlanguageinchunksbutnotwordbyword．LanguageisstoredasfixedcollocationsthatCanberetrievedasawhole．Lewisconvincinglyclaimsthatteachersshouldnotonlyteachtraditionalgrammarbutalsoshouldfocusmoreonlexicalchunks，whichhavenotbeenputintopracticeoverlastdecades．However,atleast，itiswidelybelievedthattherearefixedexpressions，pattemsandcollocations．Asaresult，instructionforlexicalchunkshasbecomeresearchers’focus．Wray(2008)declaredthattherearealmostfortykindsofnamesofthephenomenonandmostofthemexpressedsimilarmeaning．TheextensiveUSeofpre-fabricatedsequencesas’’ithasbeenreportedthat”Canhelptorecognizethetextregistertoreadersandsaveprocessingtimebyusingfamiliarchunkstorelatenewinformation．‘InChina,therearealsomanyresearcherspayingattentiontothefieldoflexicalchunks．YangYuchen(1999)talkedabouttheclassificationsandpragmaticfunctionsoflexicalchunks．Heclaimedthatlexicaichunkscanbreakthroughthelimitofwordsandtheirfunctionsarenotonlybeyondcollocationbutalsoassociated、析t11discourse2 太原理工大学硕士学位论文andpragmatic．ShenMinyu(1999)didtheresearchfromtheperspectiveofEnglishpedagogicsandmainlyillustratedthedisciplineandmeaningoflexicalchunksinEnglishteaching．WangChengxiang(2000)summarizedtheessentialtheoryofworkingmemory，accordingtowhich，heanalyzedthecharacteristicsofEnglishstudyandputforwardanewwayofthinkingofLexicalteaching：guidinglearnerstolearnandrememberlexicalchunksconsciouslySOthattheyCanreducethetimeofprocessinginformationandhelpingthemformaeasilyactivatedmemorialstructure．SongDesheng(2002)statedthatthecapacityofworkingmemoryisverylimited，whichiscalledlexicalchunks．LearnersCanstrengthentheirabilityofinputandoutputofEnglishbylearningknowledgeoflexicalchunks．YahWeihua(2003)pointedoutthatbothgrammarapproachandcommunicativeapproacharetooextremeandlexicalchunksapproachistheproperunitforvocabularyteaching．Corpuslinguististsholdtheopinionthatknowledgeoflexicalcompetencemayhelpimproveabilityofgrammaticalrules，becausegrammarCanhelpunderstandthedifferentrelationshipsamongfamiliesofwordsandtheconl／no／lcollocationsofwords．Richards(2000)claimedthefollowingremarks：Vocabularyandlexicalunitsareattheheartoflearningandcommunication．NoamountofgrammaticalorothertypeoflinguisticknowledgeCanbeemployedincommunicationorcansustainagreatdealofrudimentarycommunicationwithoutmuchsupportfromotheraspectsofthelanguagesystem．Understandingofthenatureandsignificanceofvocabularyknowledgeinasecondlanguagethereforeneedstoplayamuchmorecentralroleintheknowledgebaseoflanguageteachers．Whilealotofresearchersputforwardtheoryaboutlexicalchunks，manyotherresearchersdidsomeempiricalresearches．YanWeihua(2004)didaresearchtostudyiflexicalchunksinfluencelexicalstudyandmadeaconclusionthattheknowledgeoflexicalchunkscallhelpimprovelearners‘abilityofusingthetargetlanguageproperly．YaoYubao(2003)didaresearchtolookformerelationbetweentheabilityoforalEnglishandknowledgeoflexicalchunks．Hefoundthataftertrainedwithlexicalchunks，learners’levelofspokenEnglishmadegreatprogress．PuJianzhong(2003)3 太原理工大学硕士学位论文alsodidasimilarresearchandholdthatvocabularyteachingshouldstrengthenlexicalchunksteaching．EventhoughtherearesomanyresearcherswhohavegivenUSavarietyofknowledgeoflexicalchunks，therelatedempiricalresearchisnotsufficienttosupportthem．Therearesomeempiricalresearchesthatarementionedabove，buttheyarenotcomprehensive．Atthesa／／letime，therearesomeempiricalresearchesthatfocusontherelationshipbetweenlexicalchunksandspokenlanguage，betweenlexicalchunksandEnglishwritingorbetweenlexicalchunksandlistening．Therearenotmanyresearcherspayingattentiontotherelationbetweenlexicalchunksandgrammarability．DolexicalchunkssuggestapositiveinfluenceonSLlearners’grammarability?Thisisunknownandacreativeproblemtosolve．Thisthesis，therefore，isaimingatsolvingthisproblemintheresearchonlexicalchunks．1．3AimsoftheThesisThisresearchregardsLexicalApproachasthetheorybaSis，aimingattestingiflexicalchunksCanbetaughttoEnglishlearnersandiflexicalchunksteachingCallhelpimprovelearners’grammarabilitymorethantraditionalteachingmethods．AswhattheresearcherhaSsaidabove，grammarinthispapermeansnotonlythestructuralrulesbutalsopragmaticmeaning．Itisacombinationbylexiconsandstructure．Grammarabilityincludesabilityofusinglexiconsandstructuralrules，abilityoforganizingacontext，abilityofcommunicatinginthetargetlanguageandSOon，whichisaconceptioninabroadsense．4 太原理工大学硕士学位论文ChapterTwoLiteratureReview2．1LiteratureReviewoftheLexiealChunks2．1．1ConceptionofLexicalChunksInatraditionalperceptive，languageteachingresearchershaveviewedgrammarandvocabularyasadivide，amongwhichgrammarmeansrulesofstructuresandvocabularyusuallymeanssingleword．Thestructuresareviewedaspriority,vocabularybeingregardedassecondaryinimportance(Sinclair&Renouf,1988)．However,researchersfoundthatlanguageisnotjustaboutgrammarandvocabulary．Prefabricateditemsorlexicalchunksmakeupalargepartofanativespeaker’Sspokenandwrittenoutput．Nativespeakers’utterancesare“grammatical’’aswellas“nativelike”，however，mostofthegrammaticallywell—formedsentencesarenotnativelike，thatistosay,naturalformsofexpressionarenotalwaysformedbythegrammaticalrulesaswelearn．Consequently,learnersshouldnotonlymastergrammaticalrulesbutalsoprefabricateditemsandlexicalchunks．(Sinclair,1991)．Asaresult，increaSinglymoreresearchersbegintopayattentiontoresearchesonprefabricateditemsandlexicalchunksinrecentyears．ThepublicationofMichaelLewis’TheLexicalApproachin1993especiallyhighlightsthestatusoflexicalchunksinlanguageteachingandlanguagelearning．ThisthesisisbasedorlthetheoryofTheLexicalApproachbyMichaelLewis(1997)．InLewis’part，languageisnotmadeupwithtraditionalgrammarandlexiconsbutmadeupwithmulti—wordprefabricatedchunks，whicharereferredasclusters，chunksorbundles．Lexicalchunksareanessentialcomponentoffluentlinguisticproductionandakeyfactorinsuccessfullanguagelearning．ThefollowingiswhatLewis(1993)proposedinhisLexicalApproach：1．Lexisisthebasisoflanguage．2．LexisismisunderstoodinlanguageteachingsincegrmnmarisassumedtObethebasisoflanguageandmasteryofthegrammaticalsystemisassumedtobea5 太原理工大学硕士学位论文prerequisiteforeffectivecommunication．3．Thekeyissueofalexicalapproachisthat“languageconsistsofgrammaticalisedlexis，notlexicalizedgrammar"’．4．Oneofthecentralorganizingprinciplesofanymeaningcenteredsyllabusshouldbelexis．Thestudyoflexicalchunkshasalonganddistinguishedhistoryinappliedlinguistics，datingbacktoTespersen(1924)andFirth(1951)．Theypopularizedtheterm”collocation⋯withthesaying”youshalljudgeawordbythecompanyitkeeps”．Later,NatingerandDecarrico(1992)haveemphasizedtheimportanceoffrequentmulti．wordcombinations．IntheirbookLexicalphrasesandLanguageTeaching，theyintroducedtheteachingapproachapplyinglexicalchunks．Theysaidthatlearningmulti．wordcombinationscanbeawayofassistingcommunicationbymakinglanguagemorepredictabletothehearer．Theysaidthatlexicalchunkscouldbeappliedinthreeparts：(i)teachingspokendiscourse：conversation(ii)teachinglisteningdiscourse：listeningcomprehension(iii)teachingwritingdiscourse：readingandwriting．TheysuggestedthatmoreattentionshouldbepaidtolexicalchunkspractisingandteacherSshouldteachmoreaboutlexicalchunksandshouldnotmistakegrammarasskills．Hoey(1991)slatedthatcollocationortherelationshipthatalexicalitemhaswithitemsthatappearwithoccurredmorethangreaterrandomprobabilityinitstextualcontext．WrayandPerkins(2000)saidthatlexicalchunksshouldbestoredinandretrievedwholefrommemoryatthetimeofuseratherthangeneratedanewoneachoccasion．MichaelLewis(1993)summarizedresearchresultsofthepreviousscholarsandresearchers，whichsaidthatlanguageshouldberecordedtogetherwhichcharacteristicallyoccurstogether．HeinTheLexicalApproachstatesthatlexicalchunksincludecollocations，phrasesandidiomsandSOon．Nativespeakersmemorizelanguagebychunksratherthansingleword．Thiscarlsavetimetoproducelanguageandhelpunderstandothersbetter．6 太原理工大学硕士学位论文Accordingtodifferentresearchers，therearealmost40kindofdifferentdefinitionoflexicalchunksanddifferentterms，suchas”prefabricatedchunks”(Becher,1975)，”formulaicutterances”(WongFillmore，1978)，”lexicalitems”(Sinclair，1998)，”lexicalPhrases”(Nattinger&DeCarrico，1992)，”lexicalizedsentencestems”(Pawley&Syder，2004)．andSOforth．However,nomatterhowmanydifferentversionsofthisconceptionthereare，theyarethesamemoreorless，andinthispaper,theresearcherprefersusing”lexicalchunks”，whichhasbeenwidelyusedinthisfieldandCanaccountforthisphenomenonprecisely．2．1．2CategoriesofLexieaiChunksAswhathasbeendiscussedabove，acommonnativespeakerisusuallyabletomastertensofthousandsoflexicalchunks，whichCanhelpthemputoutpurestexpressionoftheirlanguagefluently．Asaresult，thelexicalchunkscanberegardedasthetinestunitandtheindispensablepartsindailycommunicationallanguage．Thatistosay,lexicalchunkshaveitsfundamentalpositioninsecondlanguageacquisition．Sowecangiveaneasyconclusionthatbeforelexicalchunksaretaughtinarealclass，itsclassificationisindispensable．However,astheresultofdifferentdefinitionoflexicalchunks，therearealsosomedifferentkindsofwaysofclassifyinglexicalbundles．Avarietyofclassificationsoflexicalchunksareputforwardbyrelatedscholarsfromdifferentperspectives．Thatistosay,alotofcomplicatedtermsanddefinitionscausecertaindifficultiestotheclassificationoflexicalchunks．HeretheresearcherwouldliketogiveabriefintroductionofclassificationoflexicalchunksfromdifferentperspectivesOneofthefamousclassificationWasproposedbyBecher(1975)fromtheperspectiveoffunctionandstructure．HeholdsthatlexicalchunksCanbedividedintosixgroups．Theyare1)polywords，whichreferstowordsstringsormorethanonewordsasawholetoexpressasingemeaningsuchas”asaresult”and”inadditionto”；2)phrasalconstraints．Theymeansthosephrasesframeworkconsistingoffixedtermssuchas”to⋯up”，”towrapitup”，and”totieitup”etc．：3)metamessages7 太原理工大学硕士学位论文Theyreferstothosephrasesusedtoreplacesomethinginadiscoursesuchas”asithasbeenclaimedthat”and”That。Sall”；41sentencebuilders．Theyaretheframeworkofinstitutionalizedfullsentenceswherebydecodecomplextext；5)situationalutterances．Theyreferstoshortphraseorfullsentenceexhibitingpragmaticpurpose，suchas”whatabout⋯”and”wouldyouliketo⋯”；6)verbatimtexts．Theyarecutoutdirectlyfromtheoriginalbooksorothertextsandarestoredasawholesuchas”tobeornottobe，it’Saquestion”(Becker,1975)．DespitethefactthatBecket’Sclassificationisnotspecificenough，itundoubtedlylaysabasicfoundationandbuildsaveryusefulframeworkforfurtherresearchoflaterlanguagereseachers．AnotheroneofthefamousclassificationWasputforwardbyNatinggerandDeCarrico(1992)．Theydividedlexicalchunksintofourgroups．Theyarepolywords，institionalizedexpressions，phrasalconstraintsandsentencebuilders．Heholdstheideathatlexicalchunksarerelatedwithbothstructuresandfunctionsconstrainedbycertaincontext．Thisclassificationemphasizedonfunctionsoflexicalchunksandclassifiedlexicalchunksaccordingtotheirfunctions．Thesestructurescanbeshownbyfourcategories，forexample，fixedphrases，semi--fixedphrasesandsentenceframework．AnotherclassificationoflexicalbundleswasputforwardbyHowarth(1998)．Heassertedthatlexicalbundlesincludefunctionalexpressions，compositeunits，lexicalcollocationsandgrammaticalcollocations．Healsodivideslexicalchunksfromtheperspectiveofgrammar．HeholdstheideathatlexicalchunksCanbedividedintothreecategories：a)pureidiom．b)analogyidiom．C)limitedcollocation．AccordingtoLewis，lexicalchunksfallintofourtypes，andtheyareWordsandPolywords，Collocation，InstitutionalizedExpressionsandSentenceFramesandHeads．Tobespecific，theresearcherwillillustratewhatlexicalbundlesareandhowtheyarelikeindifferentgroupsasthefollowingtableaccordingtheclassificationofI，e、vjs．8 太原理工大学硕士学位论文Table2．1ClassificationsofLexicalChunks(Source：Lewis，1993)classificationexamplesdeftnitionPolywordsSofarSOgood，inaddition,forwordsstringsormorethangood，allinalletc．onewordasawholetoexpressasingemeaningCollocationAccountfor,paysinglewordCO-Occurswithattention，lookforwardtoetc．otheritems谢mhi曲frequencyInstitutionalizedThat’Sa11d#t．mayIhelpshortphraseorfullsentenceexpressionsyou?Excuseme．Wouldyouexhibitingpragmaticpurposelike⋯SentenceframeItisbelieved／reportedthat⋯，theframeworkofthefactthat⋯institutionalizedfullsentenceswherebydecodecomplextext．Fromtheperspectiveoffunctionoflexicalchunks，Howarth(1998)hasdividedlexicalchunksintothefollowingfourcategories：1)functionalexpressions．Theyrefertowordclustersthatactasdiscoursalconnections，such鹪”itiSsaidthat⋯”；21compositeunits．Theyrefertothosephrasesorshortsentencesthataremadeaccordingtogrammar,suchas”lookafter．．”；3)lexicalcollocations．Theyrefertothosephrasesthataremadeupbytwoopen-words，suchaS”payattention”；4)grammaticalcollocations．Theyrefertophrasesthataremadeupbyanopenwordandaclosedword．Fromwhathasbeendiscussedabove，wecangiveaconclusionthatmanyresearcheshaveattemptedtoestablishaunifiedclassificationstandard．However，itisdifficultbecausetheirclassificationstandardsaredifferent．Thatistosay,theyclassifylexicalchunksfromdifferentperspectivesandsomeofthemmaybeoverlapped．9 太原理工大学硕士学位论文2．1．3FunctionofLexicalBundlesforSecondLanguageLearningAsthesecondlanguageresearchersfind，Lexicalchunkscanbeaverybeneficialtoolforlearnerstoleanasecondlanguage．TheresearcherwillsummarizethefunctionsputforwardbydifferentresearchersaSfollowing．Firstofall，lexicalchunkscanhelpshortenthetimeofrememberingthetargetlanguage．Asweknow,rememberingisoneofthemostessentialpartsoflanguagelearning．Learnershavetorememberaconsiderablenumberofwords，sentencesandgrammar．Asaresult，howtorememberefficientlyandquicklyisakeyproblemofsecondlanguagelearning．AccordingtoascientifictheorybyGuishichun(1985)，lexicalchunksarequiteadvantageousforremembering．Sensoryregistermeanssensorystore．OursensorymodalityCanstorecolor,sound，picturesandwordsandSOoninOurdailylifewithoutbeingchangedforaveryshorttime．Shorttimememoryisalsocalledworkingmemory．Itmeansthatwhenpeoplerealizesomethingexisting，itmaybestoredforashorttime．Workingmemoryisveryuseful，forwehavetoprocessthemessagefromsensoryregisterinit．Lettheresearchershowanexample，whenlistenershearaphraSe，theyhavetostoreitinworkingmemoryforfurtherlisteninginordertounderstandthemaccuratelybycombiningthemtogether．Theycanknowthatthemorechunksinworkingmemory,theharderforpeopletorememberforthelongprocessingtime．ThentheimportanceoflexicalchunksCanbeeasilyseen．LexicalchunksCanreducethenumberofrememberunits．Foraspecificexample，whenlearnersrememberthissentence：”ThefactthatitwillraintomorrowisSOfarSOgood”．Asweknow,therearetenwordsinthissentence．LearnersCanstoredthemastenpiecesinworkingmemory．However,iflearnersapplylexicalchunkstorememberit，theyCandivideitintofourpartsas”thefactthat⋯is⋯”，”itwillrain”，”tomorrow”，and”SOfarSOgood”．Asthepiecesareless，thetimeofprocessingalsoreduces．So，theresearchersCaneasilyconcludethatlexicalchunkscallhelptorememberthetargetlanguagefasterandeasier．Then，lexicalchunksCanhelpunderstandthetargetlanguagemorequickly,orwecallsaythatlexicalchunksCanhelpenhancethelearners’pragmatic10 太原理工大学硕士学位论文competence．Fromthefirstfunctionoflexicalbundles，theresearchcanknowthattheyhelplearnersdecodingthetargetlanguagemorequickly．Iflistenersdon。thavetheknowledgeoflexicalchunks，theyhavetounderstandasentenceafterhearingthewholesentence，becauseprogressofunderstandingisactuallyprogressofmakingthepiecestogether．Iflistenershavetheknowledgeoflexicalchunks，theycanunderstandthetargetlanguagemorequickly．Everylexicalchunkhasitsownpragmaticfunction．Theuseoflexicalchunksislimitedinorconstrainedtoaspecificenvironment．Thatistosay,theuseoflexicalchunkshasaverystrongcontextdependency．Lexicalchunksthatarerelatedorexpressingthesimilarfunctionsaresupposedtobestoredinthehumanmemorybytheformofsemanticfield．Speakerscallautomaticallyselectthemostsuitablechunksinaccordancewiththespecificenvironmentsuchasdifferentcontextsordifferentobjects．Asaresult，lexicalchunkshelplanguagelearnersaquireacertaindegreeoflanguagecompetence．AsNattingerandDeCarrico(2000)havesaid，thepragmaticfunctionoflexicalchunksmainlycontainssocialinteraction，necessarytopicsanddiscoursedevices．Eachaspectoftheminvolvesavarietyofspecificfunctions．Takesocialinteractionasanexample．ThepragmaticfunctionsoflexicalchunksCanbemadeupofcalling，responding，insertingthetopic，clarifyingthedoubt，changingthesubject，conversinglanguageround，endingtheconversation，sayinggoodbyeandSOon(Ellis，1999)．Understandingofthespokendiscourse，includingtwoaspects，namely,1)communicationparticipants’understandingofeachother"sspokendiscourse；2)thethirdperson’Sunderstandingofthedialoguebetweenthetwosides．ThecooperativeprincipleofGrice(HerbertPaulGrice，1975)pointsoutthatinordertoachievesmoothandfluentcommunicationordialogue，bothsidesmustabidebytheestablishedprinciplesofcommunication．Inordertoachieveasmoothandharmoniouscommunication，tounderstandtheoppositepersonisthekey．Twopeopleshouldbeabletopredicteachother’Scommunicativeintention，andthenmakeappropriateresponses．Asisindicatedabove，lexicalchunkscontainsfixedphrasesandsentences，whichreferstothecommonlyusedsentencepa_ttemsandframeworksSpeakersusethesentencesoflanguagechunksSOthattheoppositepersoncallpredict11 太原理工大学硕士学位论文communicativeintentiontOtheotherparty．Becauseineverydaycommunicationalenvironment，inordertoachieveaparticularcommunicativepurpose，somesentencesoflexicalchunksarefrequentlyusedandfixeddowngradually,andthenbecomeacommunicationalsets．AslongaLSalargeamountofthisl(indoffixedphrasesandsentencesorsetsalestored，speakerscanunderstandtheoppositepersonimmediately,andCanalsoquicklyspeculateabouteachother’Scommunicativeintention．Forexample，”Iamsorry,but⋯”，whichisakindofeuphemismtorefusethelistenerEllisalsoholdsthatsocialknowledgeisofgreatimportancewithinalanguagecommunityanditCarlhelpspeakersuseappropriatewordsatappropriatetimeandappropriatesituation．Forexample：Canyouhelpme?”Couldyouhelpme?”Couldyoupleasehelpme?”1waswonderingcouldyouhelpme?”Couldyoupossiblyhelpme?”Excuseme．1wouldappreciateifyoucouldhelpme．”Suchkindofphrasesexpresssimilarmeaningsandmaybeusedindifferentsituations．Theymayhelpmakestudentsputthefixedphraseswitlltheirpragmaticfunctiontogetherandpayattentiontocontextualcons缸aintsoflanguagebeforerealdialogsbegin．Sotheresearchercallconcludethatlexicalchunkscanalsoenhancethelearners’languageawarenessandhelpmaketheirforeignlanguagecommunicationmoreappropriate．Thethird，lexicalchunksCanhelpavoidnegativetransferofmothertongue．Forexample，iflearnershavelearnedthephraseof”havingameeting”or”havinglunch”，theywillnotbeinclinedtouse”openingameeting”or”eatinglunch”whichareprobablynegativelytransferred．ThisisthepragmaticusageoflexicalbundlesThefourth，lexicalchunksCans仃engthenthecommunicationalability．KnowledgeoflexicalbundlesCanprovidefixedsentencepatternsinordertosavethetimeofmakingupthemandavoidtheproblemoflackingenoughexpressions．They 太原理工大学硕士学位论文areespeciallygoodfornewlearnerstocommunicateintargetlanguageThefourth，lexicalchunkscallhelpEnglishlearnerstospeeduptheprocessingofArticlesordialoguetoconveytheintentionoftheoppositeside．Thatistosay,lexicalchunkscanhelptoincreasetheefficiencyofcommunicationbetweenthetwocommunicators．Therearealwaysdiscoursemarkersinadialogueorarticle．Andthesemarkersareoftenlexicalchunks．Theresearcherwillillustratesomeexampleshere．Whenpeoplewouldliketointroduceatopicindetails，theymayuse”Thereareseveralreasonsfor⋯，butingeneral，theycomedowntOthreemajorOBeS⋯”or”Therearemanyfactorsthatmayaccountfor⋯，butthefollowingarethemosttypicalones⋯”or”ManywaysCallcontributetosolvingthisproblem，butthefollowingonesmaybemosteffective．”Whenpeoplewouldliketomakeaconclusion，manylexicalchunkscanalsopresenttheintension．Forexample，Fromwhathasbeendiscussedabove，wemaysafelydrawtheconclusionthat⋯．，Thedata／statistics／figuresleadUStotheconclusionthat．．．andItCanbeconcludedfromthediscussionthat．．．Articlesofdifferenttypesoftentakeadvantageofdifferentlexicalchunksorframework．Forexample，ataleoftenbeginsasonceuponatime，thereis⋯．WhileargumentationoftenbeginsbyItiswellknownthat．．．／AsfaraS⋯isconcerned／Itgoeswithoutsayingthat⋯／ItCallbesaidwithcertaintythat⋯／Astheproverbsays，／Ithastobenoticedthat⋯／It、Sgenerallyrecognizedthat⋯／Everyoneknowsthat⋯／．Duringsecondlanguageacquisition，learnersoftenmastercertainknowledgeofthetargetlanguage，theyCannotoftenperformlikenativespeakers，whichismainlyduetothefactthatlearnershavenotmasteredenoughidiomaticitems．Forexample，whenpeopleexpressthatsomethingisveryeasy,nativespeakermaysaythatitisapieceofcakewhilesecondlanguagelearnersmaysaythatitiseasydirectly．Asaresult，theaccurateuseoflexicalchunksCanhelpEnglishlearnerstospeeduptheprocessingofarticlesordialoguestoconveytheintentionoftheoppositeside．Itisindispensableforsecondlanguagelearnerstomasterenoughlexicalchunkstogetmoreproficientlanguageskills．Intheend，masteringlexicalchunksisadvantageousforsecondlanguagelearnerstobeconfidentandbelievethemselvesthattheycallbeabletousethetarget 太原理工大学硕士学位论文languageproperly．TheresearchonSecondlanguageAcquisitionstudieshasprovedthatsecondlanguagelearnersareoftengoingthroughasilentstageatthebeginningoflearning(Hanania&Gradman，1977)．Thereasonisthatatthebeginningoflearningasecondlanguage，learnersarealwaysafraidofspeakingoutfort11eydonotmasterenoughappropriatephrasesorsentences，whichmayseriouslyaffecttheirenthusiasmforlearningasecondlanguage．Tosomeextent，themasteringoflexicalchunksCanhelpavoidthissituation．Lexicalchunkscarlhelpbeginnersofsecondlanguageleamingtobreakthisembarrassingsituationwell．Becauselexicalchunksarethefixedwordsclustersorphraseswithspecificpragmaticfunctions，learnersCansimplyrecitethemandstorethemasawholeandthendirectlyapplythemtocommunication．Asaresult，lexicalchunksCangreatlylightenbeginners’pressureoncommunicativelanguagecodingandhelplearnersspeakthetargetlanguagefluently．Thatiswhymasteringknowledgeoflexicalchunkscanraiselearners’self-confidenceandmotivatethemtospeakoutbravely．2．2LiteratureReviewofGrammarTeaching2．2．1TheDefinitionofGrammarAccordingtodifferentresearchers，grammarhasitsdifferentdefmition，becausetheydefineitfromvariousperspectives．Inanarrowsense，grammarisadescriptionoftherulesoflanguage，itincludesthevocabularyvariationrulesandsentencebuildingrules，(Widdowson，1999)．However,inabroadsense，grammarisnotonlyadescriptionofrolesbutalsoadynamicconception．HuZhuanglin(2000)statedthatifthepurposeoflanguageteachingistohelplearnershowtousethetargetlanguageproperly,thegrammarshouldberegardedasadynamicsystemratherthanastaticsystem．GeorgeYule(2002)claimedthatgrammarCanberegardedasastructuralsystem．Differentcontextmeaningcanleadtodifferentgrammarstructure．Meaning，formandusagearethethreeaspectsofgrammarsystem．Thatistosay，grammarisnotonlyadsescription14 太原理工大学硕士学位论文ofrules．Larsen．Freeman(2005)putforwardtheconceptiongrammaring，whichincludesmorphosyntax，semanticsandpmgmatics．Allofthethreeaspectsaffecteachother．Thatistosay,changesofeachofthemCanleadtochangesofothers．Lettheresearchersummarytheabove．Grammarisnotonlyadescriptionofrulesbutalsoadynamicsystemincludingstructure，meaningandusage．Itisrelatedtothepmgmaticsaswellasastructuralsystem．Inthispaper,wetalkaboutlearners。grammarlevel．Herethegrammarmeansthegrammarinabroadsense．Itinvolveshowtousealanguagestructurallycorrectandpragmaticallyperfect．2．2．2PreviousStudyofGrammarTeachingDulay&Burt(1974)foundthatpeoplelearnlanguagesinthesameordenThatistosay,nowthatitisnotnecessaryforlearnerstoleamgrammarwhentheyacquiretheirmothertongue，secondlanguageCallbeacquiredunconsciously．ItCanbecalledCommunicativeApproach．AstheCommunicativeApproachbecamemoreandmorepopular,Grammarteachingwasincreasinglyquestionablesincethe1970s．OneofthedoubterWaSKrashen(1981)．Krashenputforwardthatitisdistinctivebetweenlearninglanguageconsciouslyandacquiringlanguageunconsciously．Heclaimedthatlearningconsciouslyisnotanefficientwaytogettheabilityofusingthelanguageunconsciously．Thenheholdthatlanguageshouldbelearnedfromabsorbingthetargetcorporabutnotlearnedwithroles．Skehan(1998)andDekeyser(1998)alsoagreedwithKrashen．Theybelievedthatgrammarteachingcan04provideddeclarativeabilityanditisriouseforoutputofthetargetlanguage．ThentheUniversalGrammarTheoryfurtherlyprovedthatleaminggrammarisnotnecessaryforasecondlanguagelearner,becauseeveryoneisborn、析t11thetheoryofuniversalgrammar．15 太原理工大学硕士学位论文However,谢t11developmentofsecondlanguageacquisitionresearching，theUniversalGrammarwasincreasinglydoubted．Firstly,Schmidt(1997)putforwardtheNoticingHypothesisTheory．Heclaimedthatnoticingisindispensableinlearningaforeignlanguage．That’Swhythereareinterlanguagesandindividualdifferencesamonglanguagelearners．AlotofresearchersagreewithSchmidt．Researchersgotinterestedingrammarteachingagainfrom1970s，becauseresearchersfoundanewsequenceofsecondlanguageacquisition．Throughallempiricalresearch，Pinemann(1984)foundthatgrammarteachingCallspeeduplearningsomestructureandhelplearnersusethemmore幽11fully．Thenheputforwardtheteachabilityhypothesis．TheotherreasonwhygrammarteachingroseagainWasthattheCommunicativeApproachwasnotthatidealasimagined．CommunicativeApproachcannotleadarightwayofusinggrammarandgrammarteachingisnecessary．Larsen-Freeman&Long(2000)thoughtthateventhoughgrammarteachingCannotchangethesequenceofsecondlanguageacquisition，itcarlstrengthenandimprovesecondlanguageability．2．2．3DifferentApproachesofGrammarTeachingThereareseveraldifferenttheoriesandschoolsofgrammarteaching．Allofthemregardgrammarasdifferentroles．GrammarTranslationApproachtakesnoticeofthechangeofstructureandfocusesOntranslationbetweenthetargetlanguageandthemothertongue．Sentencesarethebasicunitofthisteachingmethod．ReadingApproachaimsathelpingimprovelearnersreadingabilityandtranslationisalsoitsmainapproach．DirectApproachappliestheinductivemethod，whichadvocatesthatmothertonguesshouldbeavoidedinclassesandteachersandstudentsshouldcommunicatewiththetargetlanguage．OralSituationalApproachadvocatesthatlearnersshouldknowvocabularyoftargetlanguagewellandthenbetaughtgrammarinsituationaldialogues．AudiolingualismApproachalsoappliesinductivemethod，whichpaysattentiontOlisteningandspeakingskills．Thisapproachmainlyfocuseson16 太原理工大学硕士学位论文imitating，recitingandsentencebuilding．TheCognitiveApproachclaimsthatgrammarmustbetaughtdirectlynomatterinthedeductivewayorinductivewayThisapproachemphasizesthatgrammarshouldbelearnedaSasystemandtrytoregardcognitivepsychologyandtransformationalgenerativegrammarasthetheoreticalbaSis．Affective-humanisticApproachavoidsteachinggrammarpurposelyItemphaSizedlearners’personalemotionandmeaningfulgroupexchanges．Thistheorystatesthatlearningaforeignlanguageisanexperienceofself-actualizationandlearnersshouldlearnaforeignlanguageintheclaSsenvironmentratherthanlearnitonpurpose．ComprehensionBaSeApproachemphasizesonlisteningandmeaningfulinputforlearners．Iflearnersmakemistakes，theyshouldnotbecorrected．Itclaimedthatgrammarcanhelplearnersmonitorwhattheydobutithasnothingtodowitllhelpinglearnersacquireaforeignlanguageorevenuseiffluently．TheCommunicativeApproachpaysattentiontolistening，peaking，readingandwritingandfocusesonrealsceneandcommunicativeability．Thismethodemphasizessocialandsemanticfunctionoflanguageandpayslessattentiontogrammarandvocabulary．TheTaSk-baSedApproachmakestasksaSmainteachingcontent,whichencourageslearnerstofulfilltasks，fromwhichlearnersCanacquiretargetlanguagenaturally．Itisakindofautomaticlearningandcooperativelearning，whichisquitepopularnowadays．Eventhoughtherearealotofdifferentapproachesforteachinggrammar,therearefewapproachesthatCancombinegrammarandlexistogetherandCanavoidchiglishanddumbEnglishefficiently．HoweveLsincetheoryoflexicalchunksappears，researcherspayhi曲attentiontothecombinationofgrammarteachingandlexicalchunkstheory．Thepityisthattherearestillfewresearchersdoingsomeempiricalexperimentforit．2．3LexicalChunksinGrammarTeachingTheabovemethodsofteachinggrammarareallnotperfectandcontroversialSomeofthemPayattentiontocommunicativefunctionwhichneedatargetlanguage 太原理工大学硕士学位论文environment．Asweknow,wearenotaEnglish-speakingcountry．Itisdifficultforeverylearnertobeimmergedinsuchabeneficialenvoriment．Asaresult，someresearchersclaimthattheyarenotpractical．Otherwise，somemethodspaytoomuchattentiontostructureteaching．Learnerscanmastergrammaticalrules；however,theycarlnotgetaproficientoutput．Thatistosay,toomuchknowledgeofstructuralruleswithoutoutputpracticeisnotaidealwaytoteachaforeignlanguage．ThesemethodsareverycommoninChinaandthat’SwhythereisSO—calleddumbEnglish．LearnersCanreadbutnottalk．AlotofEnglishteachersandresearchershavemadegreateffortstostudylexicalchunksandSLA．TheygiveUSaguideandtheoreticalbasistodothefollowingresearch．SinceLewisputforwardthatlexicalchunkseouldbeputintopracticalclassroomsin1977，increaselygreatnumberofresearchersbegantoexploresecondlanguageacquisitionfrommulti-dimensionsbasedonlexicalchunks．BusinessMatterswasdesignedbyMarkPowelltoteachstudents’lexicalchunksknowledgeforfluentandaccurateoraloutput．Moudrala(2001)summarizedavarietyofmethodstoinstructlearnerstolearnandrememberlexicalchunks，amongwhichareintensiveandextensivereading，listeningandwritingandSOon．DavisandKryszewska(2003)declaredthatlexicalchunksisbeneficialforlearnerstomasteridiomaticlanguageandgethighertestscores．Mostofthepreviousstudiesabovearefocusingonfirstlanguageacquisitionwhileagreatnumberofresearchersclaimedthatsecondlanguageorforeignlanguagecouldbetaughtinthesimilarwayasfirstlanguageteaching．Whatismore，CorpuslinguististsholdthesameopiniontoLewis．Theanalysisofcomputercorpomshowedthatcollocationandwordsphrasesexistasclusters．Atthesametime，someofthelinguististsimprovesLewis’theoryandinventsmoremethodsoflexicalchunksteaching．Wi也regardtoresearchesonlexicalchunksinChina．manyinvestigationshavealsobeendone．LifeiandChenXianglanclaimthatmultidimensionalstudyonlexicalchunksshouldbeadvocatedandgaveanoverallliteruraturereviewonCurrentstudiesofresearchingandteachingoflexicalchunksinChina．AccordingtotheresearchoflexicalchunksbyYangYuchen(1999)，therearelexcialchunksinnearly90％natural1R 太原理工大学硕士学位论文utterance；theknowledgeoflexicalchunksisquitenecessaryanddispensableinsecondlanguageacquisition．InconsiderationofthefunctionofLexicalchunks，WangLifeiandZhangDafeng(2006)indicatedthatlexicalchunkscanalsoexplaindevelopmentofinterlanguageaswellassecondlanguageteachingandlearning．AtthesalTletime，LiTaizhi(2006)furtherdeclaredthatlearninglexicalchunksisanefficientwaytoimprovetheabilityofbusinesswriting．AswhatLevishasclaimed，languageacquisitionisakindofcognitivebehavior．FangLingling(2010)didaresearchtotestifyiftheLexicalApproachCanhelpraisetheawarenessoflexicalchunks，enhancediscoursalcompetence，improvelanguageoutputandreducelanguagefossilization．Eventhoughthereareincreasinglygreatnumberofresearchersbegintodoavarietyofresearchestheseyears，empiricalresearchesarestillverylacking．ResearchesoftestingwhatistherelationshipoflexicalchunksandEnglishteachingarestillinsufficient．Challengingtraditionalapproachwitllemphasisofusageofisolatedwords．teachersshouldattachmuchimportancetotheapplicationoflexicaichunks．Inthispaper,alloftheabovequestionsaretresearchingthepointsandtheresearcherdoesitfromtheaspectofgrammarteaching．Grammarteachinghasbeenanindispensableandessentialpartofforeignlanguageteaching．Traditionalgrammarteachingisakindofteachingandpracticingofgrammaticalrules，whosedisadvantageshavebeendiscussedformanyyears．People，amongwhomisKrashen，havebeenarguingthatgrammaticalstructuresCannotbetransformedintounconsciouslanguageability．However,、析t11thetheoryoflanguagechunksbeingpopular,researchersfoundthatgrammarisnolongerafixedstructurebutaunityofstructuresandmeaning，whichismutativeanddiscoursal．Thatistosay,foreignlanguageteachersshouldseeandteachlanguageinanewperspective．Researchersofthetraditionallinguisticshavepaidmuchattentiontogrammaticalrulesandhavetheopinionthatlanguagecommunicationmeansmakingupsentences埘mgrammaticalstructures，whileresearchersofthetheoryoflexicalchunksstatethatweshouldfocusonlexicalchunksingrammarteaching，whichCan1q 太原理工大学硕士学位论文helplanguagelearnerstousethetargetlanguagebeRerandmakesecondlanguagesmoregrammaticalanddiscoursallyacceptable．Aslexicalchunksincludebothgrammarandlexiswhichalealsocalledindivisiblelexis，lexicalchunkscanbeseen嬲anidealunitofgrammarteaching．So，learninglexicalchunksCanhelplanguagelearnershaveamorefluentaccurateoutputofthetargetlanguage，andstrengthentheirsenseofaccomplishment．Atthesametime，goodoutputisalsogoodforbettermemoryandstorageoftargetlanguagesSOastoimproveefficiencyoflearningandspeaking，whichisthehypothesisofthispaper．Inaword，languageisnotdividedintostructuralrulesandisolatedwordsandlexicalchunksarelocatedsomewherebetweenthem．Inordertoavoidtheseparationofwordsfromstructuralrules，lexicalchunksareaperfectunittoteachgrammar,whichmeansinabroadsense：grammarinvolveshowtousealanguagestructurallycorrectandpragmaticallyperfect．2．4TheoreticalFrameworkoftheThesisThisthesisisbasedonthelexicalchunkstheorybyLewis．MichaelLewis(1993)summarizedresearchresultsofthepreviousscholarsandresearchers，whichsaidthatlanguageshouldberecordedtogetherwhichcharacteristicallyoccurstogether．HeinTheLexicalApproachstatesthatlexicalchunksincludecollocations，phrasesandidiomsandSOon．Nativespeakersmemorizelanguagebychunksratherthansingleword．ThisCallsavetimetoproducelanguageandhelpunderstandothersbetter．AccordingtoLewis，lexicalchunksfallintofourtypes，andtheyaleWordsandPolywords，Collocation，InstitutionalizedExpressionsandSentenceFramesandHeadS．InLewispart，languageisnotmadeup、Ⅳitlltraditionalgrammarandlexiconsbutmadeupwithmulti—wordprefabricatedchunks．Heclaimsthatlanguageisnotgrammaticalizedlexiconbutlexicalizedgrammar．Lexicalchunksareidentifiedaccordingtothetheoryofpartiesconfirmingmethod(Schmia，eta1．，2004)，whichisaartificialwayofidentifyinglexicalchunks． 太原理工大学硕士学位论文TwoteacherswhohavealreadyunderstoodtheknowledgeoflexicalchunkswellidentifylexicalchunksinthetextbooktogetherandmakethefinaldecisiontogetherItisefficientandsufficientforthisexperiment．Firstly,thetwoteachersidentifylexicalchunksineveryunitrespectively．Thentheypickoutwhattheyunanimouslyregardaslexicalchunksanddiscusstheinconsistentopinionandthenmakethefinaldecisiontogether． 太原理工大学硕士学位论文 太原理工大学硕士学位论文3．1IntroductionChapterThreeMethodology3．1．1PurposeandSignificanceofPresentStudyThepresentstudyaimsatinvestigatingiftheteachingoflexicalchunkscallhaveapositiveeffectonstudents’abilityofgrammarandproposingsomepedagogicalimplications．DespitethefactthatmostofthefindingssuggestapositiveroleforlexicalchunksinSecondLanguageAcquisitiondevelopment，aquestionremainsthatiflexicalchunksCanbeapositivefactorforgrammarteachingandifitcan，thenhowitworksPractically，thesignificanceofpresentstudyismainlypresentedasthefollowingfourparts：Tobeginwith，thisresearchaimsatimprovingEnglishlearners’grammarabilitybyshiftingOurfocusfromanalysingtoteaching．Previousresearchesarefocusedontheaccumulationofagreatnumberofisolatedwords，whichturnedouttobeaunefficientpracticebyerroranalysisfromstudents’essaysduringstudies．Inaddition，thisresearchistryingtoexploreanewteachingperspectivetocombinevocabularyandgrammarintheteachingofsecondlanguageacquisitionespeciallyinstudents’grammaracquisition，andhelplookforawaytoreducelearners’languageprocessingtimeindifferentcontexts，whichwilllessenstudents’learningburdenandcutsomeobstaclesinorganizingoutput．Then，thepaperaimsatbridgingthegapbetweentraditionalConstructionApproachandCommunicativeApproach．ResearchesoneffectofteachingLexicalChunkstoimprovegrammarabilityinintensivereadingclassisrareinpreviousempiricalstudies．Asaresult，someoriginalideasshouldbeturnedoutfromthis 太原理工大学硕士学位论文ereanveresearch．Thelastbutnottheleast．Thisthesismayactivatetheinterestofresearchersonlexicalchunkstoshifttheirfocusfromtheorytoempiricalresearchinrealclassesandexcogitatemoreeffectiveteachingandlearningstrategies．InChina，thecommonsituationisthatresearchesonlexicalchunksaremostlydescriptiveandthereisfewexperimentalresearchontherelationshipbetweenlexicalchunksandgrammarability．Inrecentyears，linguistsandforeignlanguageteachersarebecomingawareoftheimportanceoflexicalbundlesinlanguagelearningandteachingamongwhomareBecker’Payley&Syder，Nattinger&DeCarrico，WillisandLewis．Theyhavecarriedoutcomprehensivestudiesonlexicalchunks．However,mostofpreviousstudiesonlexicalchunksstillstayatthetheoreticallevel．Thoughafewempiricalstudiesonlexicalchunkshaveemerged，nearlyfewstudieshasbeenundertakenwithconcerningtheapplicationoftrainingofEnglishlexicalchunksinarealEnglishclass，letaloneresearchesonitsinfluenceonstudents‘Englishgrammarability．ThisresearchregardsLexicalApproach(Lewis，1993)asthetheorybasis，aimingattestingiflexicalchunkscarlbetaughttolearnersandiflexicalchunksteachingCanhelpimprovelearners’grammarabilitymorethantraditionalteachingmethods．Astheresearcherhassaidabove，grammarinthispapermeansnotonlythestructuralrulesbutalsopragmaticmeaning．3．1．2ResearchQuestionsThisthesissupposesthattheteachingoflexicalchunkscanraiseEnglishlearners’capabilityinEnglishgrammar．Toprovethisproposition，thefollowingresearchesareadvanced．Questionsaresolved：(1)Canlexicalchunksbetaughtinarealclass?(2)Canteaching，memorizingandapplyinglexicalchunkshaveanyinfluenceonthecapabilityofEnglishgrammarbyChinesecollegestudents?(3)Whatarethepossibleinfluencesoflexicalchunksongrammaracquisition?24 太原理工大学硕士学位论文Atthesametime，Theresearchedanalysiseshowmanylexicalchunksthestudentswoulduseandtestthemmaberanddiversityoflexicalchunksthestudentsuseandiflexicalchunkscanhelpimprovethesituationofchinglish，repeatedexpressionsandinappropriategrammarstructures3．2DesignoftheResearch3．2．1SubiectsTheresearchinthethesisinvolves60freshmenwhoarechosenfromtwonaturalclassesofGrade2012inaUniversityinTaiyuan．Therearenearly3000studentsofGrade2012amongwhichthese60studentsaremajorsofScienceofLaw．Theiraverageageis19．OneofthetwoclassesisdesignatedasallExperimentalGroupwith30students，amongwhom1aremalesand19arefemaleswhiletheotherasaControlGroupamongwhom10aremalesand20arefemales．Allofthemarenon—Englishmajorsundertheinstructionofthesameteacher．3．2．2ResearchMethodsThisthesisaimstoinvestigatetheeffectsoftrainingoflexicalchunksonthegrammarabilityofcollegestudentsbybothquantitativeandqualitativeapproaches．Tobeginwith，Thequantitativeapproachemphasizesontherelationshipbetweentheapplicationoflexicalchunksandgrammarabilityofcollegestudentsaccordingtofourmajorvariables：writingaccuracy,writingfluency,completenessandwordsdiversity．TherearetwoEnglishteachersmakingthefinalscoresofthewritingteststogether．Beforetheirscoring，theyaresupposedtoknowtheknowledgeoflexicalchunksanddiscussthescoringstandardinordertoavoidbiasandsubjectivity．Atthesametime，inordertoavoidinfluencingonthetwoteachers，allthewritingsaremessedup．Thatistosay,thetwoteachersdonotknowwhoisintheexperimentalclassandwhoisinthecontrolclassduringtheirscoring． 太原理工大学硕士学位论文Atthesametime，thequalitativeapproachexplorestheabilityofstudentstoapplylexicalchunks，howstudentsmemorizeandemploylexicalchunksintheirEnglishwritingandiflexicalchunksarebeneficialtotheimprovementofhighwordrepetitionrateandinappropriategrammarusing．Timespanoftheexperimentissixteenweeks．Duringthesixteenweeks，theControlGroupistaught、析t11traditionalteachingmethodswithtraditionalassignmentwhiletheExperimentalGroupistaughtinalexicalchunksmethodwitllrelatedassignment．Duringtheexperiment，theteachershouldrecognizewhichexpressionisalexicalchunk．Onewayoftellingifaexpressionisalexicalchunkistoaskthreetrainedteacherswhohavelearnedenoughknowledgeoflexicalchunkstopickupexpressionstheyconsideraslexicalchunks．IftIleyarelexicalchunks，theteachershouldfocusonteachingthemtostudentsandaskingthemtopracticeoverandover．Therearetwotestsbeforeandaftertheexperiment．Oneiscalledpre-testwhiletheotheriscalledpost·test．Boththepre-testandpost—testareacompositionwitllthesametitleandrequests．ScoresaregivenaccordingtOthefollowingfouraspects：writingaccuracy，writingfluency,writingaccuracy(4marks)，writingfluency(4marks)，completeness(4marks)anddiversity(4marks)．Aftereachtest，scoresofeachstudentarecollectedandanalyzedbySPSSwithIndependentSamplesTestandone—wayANOVA，whichaimsatinvestigatingiflexicalchunkshaveainfluenceongrammarabilityamongthestudents．Alongwiththequantitativeanalysis，qualitativeanalysiswillalsobeused．TheresearcherwillanalyzehowmanylexicalchunksthestudentswoulduseandtestthenumberanddiversityoflexicalchunksthestudentsuseandiflexicalchunksCanhelpimprovethesituationofchinglish，repeatedexpressionsandinappropriategrammarstructures．Theexperimentlastsforsixteenweeks．Duringthisperiod，allthestudentsinthetwonaturalclassattendclassesroutinelywithoutabsence．BoththeexperimentalclassandcontrolclassareundertheinstructionofthesameEnglishteacherbut、历tlldifferentteachingapproaches． 太原理工大学硕士学位论文3．3ProceduresoftheResearchThestudywillbedividedintofourstepswitllbothquantitativeanalysisandqualitativeanalysisThefirststepisforthetwoteacherstoidentifylexicalchunksfromthetextbookamongthecollocationandsentencesthatwillbenewlytaughtinthelaterclassThesecondstepisapre-testtotestifthereareanysignificantdifferencesbetweentheexperimentalclassandthecontrolclass．Onlytherearenosignificantdifferencesbetweenthetwoclassescalltheresearcherbeginthesecondstep．Thethirdstepistoteachthetwoclassesindifferentapproaches．Theexperimentalclasswillbetaughtknowledgeaboutlexicalchunks．Teacherswillteachhowtotellandusethelexicalchunksandaskthemtopracticefromdifferentwaysoverandoveragain．Thenstudentsfireaskedtoaccumulatedlexicalchunksandpracticethemastheirhomework．Atthesametime，thecontrolclasswillbetaughtinthetraditionalway．Thiswillundergoawholesemester．Stepfourcomessoonaftersteptwo．Apost—testisusedtotesttheirfmalscoresbypairedsamplesT-testtoseeiftheyhavesignificantdifferencescomparedwithscoresofsteponeandwillbetestedbyone-wayANOVAtomakeoutifthetwoclasseshavesignificanceaftertheexperiment．3．3．1PreparationfortheExperimentBeforetheclassbegins，theteacherisresponsibleforlookingforlexicalbundlesinthetextbookwhichisthemainteachingresourceduringtheclass．Sofar,therearetwowaysoftherecognitionandextractionoflexicalchunksOneistechniquesbasedoncorpus(Biber，et．，1999)andtheotheristhepartiesconfirmmethod(Schmitt，eta1．，2004)．Techniquesbasedoncorpusisbasedorlthefrequencyanddistributionofcorpusstandards，namely,thefrequencyanddistributioninthecorpus，reachingacertainstandardoflanguagefragmentisjudgedtobelexicalchunks．UsuallythelexicalchunksaredefinedasNwordscombinationthatappearF27 太原理工大学硕士学位论文timespermillionwordsandhaveacertaindistribution．Extractingwordsfrequency,becometheextractionoffrequencypoints．Wordsfrequency,whichisequaltoorgreaterthanfrequencypointsofwords，aretreatedasfrequencyoflexicalchunks．Standardofextractionifofuncertaintyatpresent．Thereare10times，20timesand40timespermillionofwords．ToconfirmbyPartiesistheintegrateduseofliteraturecollection，corpusandartificialidentificationmethodtodeterminethelanguagechunks．Firstlyabout200candidatechunksshouldbeselectedfromtheliterature，andthentheyareexaminedinspokenlanguage，penandacademiccorpora．74candidatechunksarechosenamongthematerial诵t11thehi曲estfrequencyofthethreecorporaselected．Thensomelanguageteachersidentifyagainandtheneventuallyidentify20targetwords(Schmitt，2004)．Thisexperimentadoptsamorecommonway：twoteacherswhohavealreadyunderstoodtheknowledgeoflexicalchunkswellidentifylexicalchunksinthetextbooktogetherandmakethefinaldecisiontogether．Itisefficientandsufficientforthisexperiment．Firstly,thetwoteachersidentifylexicalchunksineveryunitrespectively．Thentheypickoutwhattheyunanimouslyregardaslexicalchunksanddiscusstheinconsistentopinionandthenmakethefinaldecisiontogether．ThestudentsinthisexperimentareallfreshmenwhoseEnglishtextbookistheNewHorizonCollegeEnglish1duringtheresearch．Inthecontrolclass，theteacherteachesinatraditionalwaywithoutmentioningtheconceptoflexicalchunks．Atthesametime，theknowledgeoflexicalchunksandthestrategyofnoticingandmemorizinglexicalchunksareemphasizedintheexperimentalclass．Theyaretaughtthatlanguageisnotjustvocabulariesandrulesofgrammar．3．3．2Pre-testoftheExperimentPre-testtaskoftheexperimentisacomposition，whichischosenfromTEM4entitledLimitingtheUseofDisposalBags．Thestudentsarerequiredtofinishitwithin30minutsandthenumberofwordsshouldbeabove250．Duringthewriting， 太原理工大学硕士学位论文allofthe60studentsareforbiddentouseadictionaryoranyotherreferences．3．3．2．1ColleetionoftheDataEachstudentcallgetfourscoresaccordingtothefollowingfouraspectsaccuracy,fluency，completenessandlanguagediversity．Everyaspect’Stopmarkisfo眦(1)MeasureofWritingAccuracyTherateoferror-freeT-unitsisallindexofwritingaccuracylevelthatisdecidedbytherateofwhollycorrectT-units，whichmeanserror-freesentences．ThismethodisaccordingtoadefinitionbyHunt．HeclaimedthatT-unitisamainclausewithallsubordinateclausesandnon．clausalstructuresattachedtoorembeddedinit(Hunt，1970，citedinGales，1980)．Forexample”Theking，whosepowerisunlimited，andwhosetreasuressurmountallrealandimaginarywants，iscompelledtoease，bytheconstructionoftheGreatWall，thesatietyofdominionandtastelessnessofapyramid，thesatietyofdominionandtastelessnessofpleasure．”ThislongandcomplicatedsentenceconsistsofoneT-unit．Onthecontrast，“I"mbusy，but1willgotothemeetinglater．”Eventhoughitisquiteashortsentence，thissentenceismadeupbytwoT-units．Accordingtothetwoabovekindofsentences，wecangettherateoferrorsbymeansofanalyzingthenumberoferrorofeveryT-unit．Theratioofthetotalnumberoferrorfreesentencesinthewholesentencesmakesthewritingaccuracy．Theremaybeavarietyoferrorsforcollegestudentsinacomposition．Thefollowingtable3—1willtakesometypicalexamples．Table3-1CommonErrorsinCompositionerIDrSexamplesSpellingHowever,itsdisadvantagesarealsoveryaparent．ThenegetiveeffectsoftheplasticbagsarefarseriousthanwhatI’vementionedabove． 太原理工大学硕士学位论文VerbtenseFormanyyearswehadbeenusingdisposalplasticbagswhenweareshoppingonthemarket．NumberitcanalsocostsUSalottohavethemdecomposecompletelySOAgreementastominimizetheirdamagetotheenvironment．pluralsit’ShightimethegovernmentissuedstrictIawsandmeasurestostopusingplasticbag．PrepositionsWeshouldtakeinsomemeasuresto⋯WbrdformsItiSunconvenientforUStouse⋯．ArticlesForaninstance，SentencestructureAsweknow,everyonewantstomakeourlifetobebeautifulConjunctionW色shouldtakesomemeasuresbecausewecallmakeOUrworldmorebeautifulandcleaner．2)MeasureofWritingFluencyWritingfluencyiseasierforUStoidentify．Kellogg(1996)divideswritingfluencyintothreecategories：fluencyinformulating，fluencyintranslating，andfluencyinmonitoring．Writingfluencydependsonthelengthofacompositionwithinthestipulatedtime．Larsen—Freeman(1978)claimsthatifastudentownsahigherleverofwritingfluency，也eymayproducemorewordsinthewriting．ThewaytomeasureFluencyistocountthearticles’wordsnumber3)MeasureofWritingCompletenessInthisthesis，writingcompletenessmeansthatthewriterCanwriteanessaywithaproperbeginning，endingandcohesivestructures．Asweallknow,SLlearnersareofteninclinedtowriteanarticlewimpoorcohesion．TheyCanwritesomeparagraphstoexpressthemainmeaning，howevertheCannotconnectthemproperly．Sometimes，theyCanalsonotstartaproperbeginningtolaunchallarticle，or,theyarelackingintheskillstomakeagoodendingtosummarywhatthey’vewritten．Herethecompletenessmeanstotestthestudents’abilitytoorganizeanarticle．AnditalsomeansSLlearners’logicability．30 太原理工大学硕士学位论文4)MeasureoftheWordsDiversityWordsdiversitymeanshowmanydifferentwordscanbeusedinthecomposition．Dothestudentsjustusesimplewordsthey‘velearnedbeforetowritethecomposition?Dotheyhaveanysignificantimprovementafterlearningtheknowledgeoflexicalchunks．Thesequestionswillbesolvedinlaterexperiment．Thewaytomeasurewordsdiversityistomeasurehowmanydifferentwordsthewriteruse．3．3．2．2ReliabilityofEssayTestBeforethepre·testoftheexperiment，thereliabilityoftheessaytaskhasbeeninspectedbySPSS．Theresearcherusesthestatisticsofthepre—testofoneoftheclasstotestthereliabilityofthistask．AndthefollowingtablecomesfromtheSPSSandtheresearcherscangetseveralratiosofCronbachalpha．Fromthetable3．2，weCaD_seethatthereliabilitystatisticsisO．829，whichsuggeststhatthistaskisreliableenoughfortheexperiment．RatiosofCronbachalphaarebetween0and1，andthegreatertheratiosofCronbachalpha，thestrongertheinternalconsistencyandtheresultsofthemeasurementismorereliable．Asweknow,theacceptableminimumoftheratiosofCronbachalphais0．70．Inthisexperiment，theratioofCronbachalphais0．829，whichsuggeststhatthismeasurementisreliableandacceptable．Table3-2ReliabilityAnalysisoftheEssayTaskReliabilityStatisticsCronbach’SAlphaNofItems．8294Table3-3Item—TotalStatisticsofReliabilityAnalysis31 太原理工大学硕士学位论文Item．TotalStatisticsScaleCorrectedCronbach’SScaleMeanifVarianceifItem．TotalAlphaifItemDeletedItemDeletedCorrelationDeletedAccuracy9．3250．532．740．851Fluency8．5500。921。659。849Completenes9．6250．632．699．888SDiversit)，9．5750．787．768．7883．3．2．3Data-analysisofPre—testAswhathasbeendiscussed，eachstudentgetsfivescores．Beforetheresearch，theresearchershouldtestifthestudentsinthetwonaturalclasshavedifferent1evelofEnglish．natistosay,theresearchershouldexamineifthescoresofthestudentssuggestasignificantdifferenceaccordingtothetwodifferentclasses．Theresearchappliesone-wayanalysisofvariance(ANOVA)ofSPSStoanalyseiftherearesignificantdifferenceofSCOreSbetweenthestudentsintwodifferentclasses．nefollowingtable3-4isthefinaltablecomingfromSPSS：Table3．4AN0、AofPre．testANOVASumofSquaresdfMeanSquareFSig．AccuracylBetweenGroups。0171．017．072，789WithinGroups13．41758．23lT-otal13．43359F1tientlBetweenGroups．0041．004．053．818WithinGroups4．54258．07832 太原理工大学硕士学位论文Total4．54659CompletenesBetweenGroups．1501．150．863．3571WithinGroups10．08358．174Toml10．23359Diversity1BetweenGroups．0171．017．135．715WithinGroups7．16758．124Total7．18359AllofthestatisticsrepresentingthesignificanceareaboveO．05，whichmeansthatthereisnosignificantdifferencebetweenthetwoclassstudents．Thisistotallygoodfortheexperimentandonlyonthisbasiscantheresearcherstartresearching．3．3．3TeachingApproachesAppliedinEachClassAccordingtowhattheauthorhassaidabove，wecailknowthattheexperimentalandcontrolclassesareundertheinstructionofsameteacherwiththesametextbookbut、杭也twodifferentteachingapproaches．AccordingtOlexicalapproachofLewisandtheoriesoflanguageteachingandprocessing，theresearcherdividesthewholeteachingofexperimentalclassintofoursteps．HeretheresearcherwouldliketotakeunitoneofNewHorizonCollegeEnglish1asanexampleasfollowing．ThetitleofunitoneisLearningAForeignLanguage．3．3．3．1TeachingMethodAdoptedintheExperimentalClassStepone：BeforeReadingBeforeanalysingandteachingthewholetext，theteacherassignsseveralquestionsforstudentstodiscusstogether．ThesequestionsarecloselyrelatedwiththethemeofLeamingAForeignLanguageandthepremiseisthatallofthestudentshavepreparedthelessonbeforetheclass．Herearethequestions：1)WhendidthespeakerstarttolearnEnglish，andwhendidhegaincommandofthe33 太原理工大学硕士学位论文language?2)Besidesthelanguageitself,whatelsedidthespea：kergainfromlearninglanguageonline?3)HowcouldonlinelearninghelpyouwithyourEnglish?Thesequestionsalesupposedtobediscussedbystudentswhohavebeendividedintogroups．Everygroupselectaleadertoanswerthequestionsandtalkthemaboutatthebeginningoftheclass．StepTwo：OverallReadingInthispart，theteacheraimsathelpingstudentsunderstandtheframeworkandstructureofthewholetext．Theteacherissupposedtoasksomequestionsaboutstructuresofthisarticle．1)Howdoesthisarticlebegin?Whichparagraphsaretheopening?2)Howisthebodyofthearticlearranged?31Howistheconclusionmade?41Findoutsomecohesivewords．Duringthisstep，theteacherisresponsibleforthestudentstounderstandtheoverallstructureofthewholetext．Atthesametime，theteachershouldhelpstudentstofindOutwhatsupportstheauthor’Sopinionsandwhatisthethesisstatement．Onlybythiswaycanstudentsunderstandthes缸11cnlreofthearticleandhowtoorganizeanarticle．Afterlearningtheknowledgeoflexicalchunks，studentswillknowthattheseexpressionsthatbuildthewholestructurealealsoal(indoflexicalchunks．StepFour：DetailedReadingIIltheexperimentalclass，thelexicalapproach，namely,thelexicalchunksarethemainfactorofteaching．Asaresult，theteachingiscloselyrelatedtolexicalchunks．Thefollowingisthespecificcontentofteaching．1)IdentifyLexicalChunksAttheverybeginning，theknowledgeoflexicalchunkshasbeentaughtbytheteachertothestudentsintheexperimentalclass．Theyaretaughtthedefinitionandclassificationoflexicalchunks．Allofthestudentsintheexperimentalclassaleaskedtopreparethelessonbeforetheclassandduringthepreparation，theyareaskedto14 太原理工大学硕士学位论文markthelexicalchunksofthearticle．T11isprocessrequiresstudentstoapplytheirknowledgeoflexicalchunksandtheirEnglishskillswithrelatedbackgroundknowledge．TllisCanalsoenhancetheawarenessoflexicalchunksofthestudentsintheexperimentalclassandpavethewayforthelexicalchunksteaching．Afterthestudentshavefoundoutthelexicalchunksinthearticle，theteacheranalyzesthewholetextpointingoutthelexicalchunksineveryparagraph．Inordertobespecific，theteachersisalsosupposedtopointoutwhichcategorythelexicalchunksbelongto．Thatistosay,thepremiseofthisstepisthattheteachercanidentifythelexicalchunksinthetextbeforetheclass．Inthisexperiment，theresearcheradoptstheartificialmethodofrecognizingthelexicalchunks．TherearetwoEnglishteacherswhoproficientlymastertheknowledgeoflexicalchunksdeterminingwhichlexicalchunksaretogether．2)PracticinglexicalchunksAfteridentilyingthelexicalchunks，studentsaresupposedtopracticethelexicalchunksduringandaftertheclass．Let’Stakeunitoneasanexample．Studentslearnalotoflexicalchunks．Theresearcherwouldliketogivesomeexamplesasfollows．”Althoughattimeslearningalanguagewasfrustrating，itwaswellworththeeffort””⋯itrequiresalotoftime，commitmentanddisciplinetokeepupwiththeflowofthecourse．。’”Onceinawhile，Icriedoutoffrustration，andsometimesIfeltlikegivingup．””Therehavebeenupsanddownswithmyonlinelearning．””Isoongotaccesstothenecessaryequipment，learnedhowtousethetechnologyfromafriendandparticipatedinthevirtualclassroom5todaysaweek．””NowthatIspeakaforeignlanguage，insteadofstaringintospacewhenEnglishisbeingspoken，ICallparticipateandmakefriends．””IalTlabletoreachouttoothersandbridgethegapbetweenmy!anguageandcultureand也eirs．””Notonlydidlearninganotherlanguageteachmethevalueofhardwork，butitalsogavemeinsightsintoanotherculture，andmymindWasopenedtonewwaysof气E 太原理工大学硕士学位论文seeingthings．”Alloftheaboveexamplesincludesomeofthelexicalchunksinunitone．Somet11atarenotmarkedarealsolexicalchunks．Theresearchermarksthosethatalenewtostudentsonly．Afterlearningthose，studentspracticetheminandafterclass．Intheclass，teachersaskstudentstomakesentencesbyusingthenewlylearnedlexicalchunksandmakeupshortarticlesbyusingarticlebuilderswhichalsobelongtolexicalchunks．Forexample，studentsareaskedtomakesentencesbyusing”getaccessto”：StudentA：Nowadays，collegestudentscangetaccesstoalotofwebsites．StudentB：Whatwecangetaccesstointhiscityisthelibraryofthisuniversity．Atthesametime，studentsareaskedtotranslatebyusinglexicalchunksinthearticle．Forexample：1)如今，越来越多的人可以利用互联网查找他们需要的信息。(练习haveaccessto)2)对于网络课程，学生不仅可以选择何时何地学习，在回答问题之前他们还可以有时间思考答案。(练习notonly．一butalso⋯)3)既然我们已经学完这门课程，就应该多做些复习。(练习nowthat)4)人生路很长，每个人都会经历很多不同的故事，每个人的生活都充满了起起伏伏。(练习upsanddowns)5)作为一班之长，汤姆的职责就是成为联系同学和老师的纽带。(练习bridgethegapbetween)6)只要能得到父亲和母亲的同意，她就答应他的求婚，并去巴黎举行一场浪漫的婚礼。(练习aslongaS)7)你明天必须十点之前把老师布置的作业交给我。(练习withoutfail)8)请允许我加入你们郊游的队伍，我对这次活动非常感兴趣。(练习morethan)Aftertheclass，allofthestudentsintheexperimentalclassareaskedtomakesentencesbyusingeverynewlylearnedlexicalchunks．Theteachercollectstheassignmentandcorrectseverypieceofassignmeminordertogiveeverystudentsafeedback．StepFour：AfterReading气6 太原理工大学硕士学位论文1)AccumulationoflexicalchunksTherearelexicalchunkseverywhereintheNewHorizonCollegeEnglish．WhileStudentsareaskedtolookforlexicalchunksinthepassageA，theyarealsorequiredtofmdoutlexicalchunksinpassageBandexercises．Allofthelexicalchunksarerequiredtoberememberedbystudentsinexperimentalclass．Theteachercheckstheassignmenteverytwoweeksandgiveascoreaccordingtoeachstudent’Slevelofassignment，whichwillinfluencestheirfinalscoresofthissemester．Thisisawaytomotivatethestudentstofinishassignmentandfollowtheteacher’Sinstruction．2)ApplicationofLexicalChunksAfterinputtingSOmuchknowledgeoflexicalchunksduringclass，studentsarealsorequiredtooutputlexicalchunksafterclass．Aftereveryunitisfinished，studentsareaskedtomakeupastorybyusingthelexicalchunksinthatunit．ThisiscompletelyallefficientwaytoconsolidatetheknowledgeoflexicalchunksamongthestudentsoftheexperimentalclassMakingupstoriesandhavingdiscussioningroupsCallhelpstudentsincreaseinterestandenthusiasmofEnglishlearningandfllrtherhelpthemimprovetheirlanguageskillsintheaspectofaccuracy,fluencyanddiversityofvocabularies．Forexample，thereareseverallexicalchunksinunitone．Studentsareaskedtomakeupastorybyusingthem．Thefollowingisonestorythatoneofthestudentsintheexperimentalclasswrite．”AstheIntemetbecomesmoreandmorepopular,mostofushaveaccesstotheelectricresources．InordertomakewelluseoftheIntemet，weshouldcommunicatevvitllfriendsontheIntemetwell．Eventhoughitisnoteasyforsomestudents，theyshouldnotgiveup．Nowthattheyhaveaccesstotheelectricresources，theyshouldspendmoretimeonitandtakeadvantageofit．”Intheaboveparagraph，thisstudentshavepracticedthefollowinglexicalchunks：moreandmore，haveaccesstOcommunicatewith，Eventhough，giveUP，spend⋯on，takeadvantageof．Afterthispractice，itisbelievesthatthestudentshaveenhancedtheirmemoryoftheselexicalchunks．So，teachersassignthiskindofhomeworkaftereachunitSOthat37 太原理工大学硕士学位论文thestudentscallnoticeandrecitelexicalchunkswell．3．3．3．2．TeachingMethodAdoptedintheControlClassStudentsinthecontrolclassaretaughtbythetraditionalapproachofteachingwithoutmentioningwhatislexicalchunksoranyotherknowledgeaboutlexicalchunks．Stepone：PreparationfortheclassTheSmdentsinthecontrolclassarcalsorequiredtopreparefortheclassbeforetheteacheranalyseit．Thestudentsalerequiredtoreadandunderstandthearticlewithlook叩newwordsinthedictionary．Thesamequestionsarealsoaskedbytheteacherstotheexperimentalclass：1)WhendidthespeakerslarttolearnEnglish，andwhendidhegainconllnandofthelanguage?2)Besidesthelanguageitself,whatelsedidthespeakergainfromlearninglanguageonline?3)HowcouldonlinelearninghelpyouwithyourEnglish?StepTwo：OverallreadingInthisstep，theteacheralsoasksthestudentsinthecontrolclasstoidentifyhowmanypartsthearticlearedividedinto．Studentsaresupposedtosummarizetheoverallmeaningofeachpart．Thisstepaimsatguidingthestudentstounderstandthearticlefromaglobalperspective．StepThree：DetailedreadingThisstepinthecontrolclassisquitedifferentfromthatintheexperimentalclass·Knowledgeoflexicalchunksisnotmentionedduringthewholeteaching．Theteachertranslatesthearticleparag印hbyparagraph．Duringanalyzingthetext，theteacherisalsosupposedtoteachtheimportantandusefulphrasesandsentencesinatraditionalway,suchasmakingsentencesandcomparingsynonymsandantonyms．Forexample，thereisaphrasethatis”attimes”intheparagraphoneofLearningAForeignLanguage．Theteacherintroducesittothestudentsfirstandthenmakessomesentencesbyusing’’attimes”，suchas：1R 太原理工大学硕士学位论文IoftenhavemealsinthedinningroomsofourcampusandattimesIeatout．Hegetsclosetowildlifeattimes，butonlywhentheanimalscometohim．Hostfamilymembers，pleaserealizethatweChinesearealittlemorereservedattimesthansomeofyourotherfriends，SObesurenottomistakethisfordispleasureonourpart．Foranotherexample：W11ile”inthearticleiSintroducedtointroduceinformationthatcontrastswithwhatisconveyedinthemainclause．TheteacherCanguidestudentstolearntOusethiswordappropriately．Theteacherasksthestudentstotranslatesentencesbyusing”while1)在东部的大学设备比较好，在西部的大学相对简陋些。2)一些客人行为得体有礼貌，一些则比较粗鲁不讲究。3)我们之前的老师对学生非常的耐性，现在的新老师则动不动责罚学生。4)在中国，现在的南方细雨纷纷，北方却飘着鹅毛大雪。5)理科生沉浸在数字的海洋里徜徉，文科生则游离于文字的宝库里。Theseapproachesaimatenhancingtheusageoftheimportantphrasesandsentencesinthetextsforstudentsinthecontrolclass．Everyparagraphisanalysedinthisway：translatingandintroducingnewandimportantwordsandphrasesandthenaskingstudentstopracticethesephrasestohelpimprovetheirlevelofvocabulary．StepThree：After-ClassassignmentAfterclass，theteacheralsoassignshomeworkrelatedtothetext．Thestudentsareaskedtorecitethenewwordsandphrases．Lettheauthortakeunitoneastheexampleagain．Therearequitemanynewandimportantwordsandphrasesinunitone，suchas：Playarolein⋯／Be／becomeawareof．．．／Inaddition／Reflecton／Befinishedwith⋯／Onsb．’Spart／onthepartofsth．／Remindsb．ofsth．／Catchup(with)／Attimes／notonly．．．butalso⋯／getaccessto／feellikedoingsth．／comeacross／reapthebenefits／givesb．Insightsinto／nowthat／reachoutto／nowthat／insteadof／tradeforandSOon．Atthesametime，thestudentsarealsoaskedtofinishtheafter-classexercisesandtheteacheranalysessomeofthedifficultitemsspecially．39 太原理工大学硕士学位论文Besides，studentsareaskedtorecitethesephrasesandwordsandwillbecheckedthenextclassbydictating．Alloftheteachingmaterialsandthetextbooksofboththeexperimentalclassandthecontrolclassarethesameandtheirclasshoursarealsothesamelong．Besides，thereareseveralafter-classexercisesintheNewHorizonEnglish1，whichcontainssentencestructurepracticingandtranslation．Thesetwokindsofexercisesareadvantageousforstudentstopracticelexicalchunks．Asaresult，theteacheranalysistheseexerciseswi也twodifferentapproachestothetwodifferentclasses．UnitoneisstilltheexampleTranslationexercisescontainbothEnglish—ChinesetranslationandChinese—Englishtranslation．HerearethreeoftheitemsofChinese—EnglishtranslationandthreeoftheitemsofEnglish-Chinesetranslation：1)既然我们已经学完这门课程，就应该多做些复习。2)与以英语为母语的人交谈是有益的体验，从中我们能学到很多东西。3)他让她放弃工作在家照看孩子，但是她觉得这个要求太过分了。4】一想到这些年有的男孩和女孩被父母强迫沿街讨钱我就生气。5)当她要关掉音乐时，她父亲冲进她的房间，朝着她喊道：“难道你不能把音乐调小一点?1)insteadofonlywritingcomposRionsaboutthesubjectsthatyourteacherhasgivenyou，dosomethingenjoyable，likewritingemailstoafriend．2)Englishisnotonlythemostusefullanguageintheworld，butitisalsooneoftheeasiestlanguagestolearnandtouse．3)Distancelearningcoursesarecoursesinwhichtheinstructorcommunicates、Ⅳi也studentsusingcomputertechnology．Intheexperimentalclass，theteacherasksthestudentsintheexperimentalclasstofindoutthelexicalchunksofeachsentencefirst．Then／既然／交谈／放弃／强迫／关掉／调小／insteadof／notonly⋯butalso⋯／communicate埘tllarepickedout．，whichCanhelpenhancethestudents’awarenessoflexicalchunksandrememberthemmoreclearlyanddeeply．Inthecontrolclass，theteacherasksthestudentsinthecontrolclasstotranslate40 太原理工大学硕士学位论文thesentencesdirectlyandemphasizethefixedphrases，suchas／既然／交谈／放弃强迫／关掉／调小／insteadof／notonly⋯butalso⋯／communicatewith．3．3．3．3ABriefSummaryoftheTeachingWhilethestudentsintheexperimentalgrouparetaughtwiththe‘‘noticingandmemorizinghypothesis(Schmidt，1983)”，andvvithadetailedintruductionontheknowledgeoflexicalchunks，thestudentsinthecontrolclassaretaughtwiththetraditionalteachingapproachwithoutknowinganythingabouttheknowledgeoflexicalchunks．Atthesametime，theteacherencouragesthestudentsintheexperimentalclasstobeartheselexicalchunksinmindandtotrytoemploythemintheirwriting．Thetimespanoftheexperimentlastsforsixteenweeks，whichisonewholesemester．3．3．4Post-testaftertheExperimentApost-testisdesignedtoinvestigatewhetherthereisanysignificantdifferenceofthestudents’grammarabilitybetweentheexperimentalclassandcontrolclass，andwhetherthereisanysignificantdifferencewithineachofthetwoclassafteroneterm．Thepost-testisthesanqeessaytaskasthatofthepre—test．ItisadministeredtobothofthetwoclassesinWeek17．Itisaveryimportanttest．Becauseitnotonlyinspectstheresultsofthetrainingafterasemesterbutalsotestifiestheresearcher’Shypotheses．Thesametothepre—test，the60studentsinbothexperimentalandcontrolclassarerequiredtofinishthewritingtaskwithin30minutsandthenumberofwordsshouldbeabove250．Duringthewriting，allofthe60studentsareforbiddentOuseadictionaryoranyotherreferences．Justlikethepre—test，eachstudents’writingisjudgedaccordingtOthefollowingfouraspects：accuracy,fluency，completenessandlanguagediversity．Thefollowingchapterwilldiscusstheresultsindetails． 太原理工大学硕士学位论文42 太原理工大学硕士学位论文ChapterFourResultsandDiscussions4．1ComparisonwithinEachClassAfterasemester’Slearningandtraining，allofthestudentsaresupposedtogainsomeimprovement．So，theirscoresofpre·testandpost·testarecomparedwithineachclass．TheresearcherappliesthePairedSamplesTesttotestifthereareanysignificantdifferencesbetweenthepre—testandpost·testofeachclass．4．1．1ComparisonwithintheControlClassAtthebeginning，theresearchertestsifthereisanyimprovementforthestudentsinthecontrolclass．Thefollowingtable5-1isthecomparisonofthemeanvaluesofeachitembetweenthepre—testandpost·test．Allofthesevaluesofthefouraspectsincreaseaccordingtothetable．Themeanvalueofaccuracyrisesfrom3．07to3．250Themeanvalueoffluencyrisesfrom3．800to3．917．Themeanvalueofcompletenessrisesfrom2．783to3．116．Themeanvalueofdiversityrisesfrom2．800to3．050．Eventhoughallofthestatisticsareincreased，thesignificancedifferencesbetweenthemareunknowll．So，theresearcherdoesaPairedSamplesTesttotestiftherearesignificantdifferencesbetweenthepre·—testandpost·-testwithinthecontrolclassTable4-1MeanValuesComparisonwithintheControlClassMeRnPair1Accuracyl3．017Accuracy23．250Pair2Fluecyl3．80043 太原理工大学硕士学位论文Fluency23．917Pair3Completenes2．783s1Completenes3．116s2Pair4Diversityl2．800Diversity23．050Table4-2PairedSamplesTestwithintheControlClassPairedSamplesTesttdfSig．(2-tailed)Pair1Accuracyl-Accuracy2．2．72829．011Pair2Fluecyl—Fluency2．1．75629．090Pair3Completeness1-．4．81729．000Completeness2Pair4Diversityl‘_—。．3．18129．003Diversity2Fromthistable，theresearcherlearnsthattherearesignificantdifferencesattheaspectofaccuracy,completenessanddiversitywhiletherearenosignificantdifferencesattheaspectoffluency．Astheresult，theresearcherCanconcludethatafteronesemester,thestudentsinthecontrolclasshaveimprovetheirEnglishskillsfromtheaspectofaccuracy,completenessanddiversitywhiletheydonothaveasignificantimprovementonfluencyofwriting． 太原理工大学硕士学位论文4．1．2ComparisonwithintheExperimentalClassAtthebeginning，theresearchertestsifthereisanyimprovementforthestudentsintheexperimentalclass．Thefollowingtable4-3isthecomparisonofthemeanvaluesofeachitembetweenthepre-testandpost—test．Allofthesevaluesofthefouraspectsincreaseaccordingtothetable．Themeanvalueofaccuracyrisesfrom3．047to3．500．Themeanvalueoffluencyrisesfrom3．813to3．891．Themeanvalueofcompletenessrisesfrom2．718to3．578．Themeanvalueofdiversityrisesfrom2．781to3．390．Eventhoughallofthestatisticsincrease，thesignificancedifferencesbetweenthemareunknown．So，thePairedSamplesTestisdonetotestifthereaYesignificantdifferencesbetweenthepre-testandpost-testwithintheexperimentalclass．Table4-3MeanValuesComparisonwithintheExperimentalClassMearlPair1Aceuracyl3．047Accuracy23．500Pair2Fluecyl3．813Fluecy23．89lPair3Completenes2．718s1Completenes3．578s2Pair4Diversityl2．781Diversity3．39045 太原理工大学硕士学位论文Table4-4PairedSamplesTestwithintheExperimentalClassPairedSamplesTesttdfSig．(2-tailed)Pair1Accuracyl—Accuracy2．5．98831．000Pair2Fluecyl-Fluency2．1．53931．】34Pair3Completenessl——11．96531．000Completeness2Pair4Diversityl‘_——．9．18431．000Diversity2Fromthetable4-4above，theresearcherCalllearnthatintheexperimentalclass，therearesignificantdifferencesattheaspectofaccuracy,completenessanddiversitywhilethereareDosignificantdifferenceattheaspectoffluency,whichisthesametothecontrolclass．Astheresult，theresearchercanconcludethatafteronesemester,thestudentsintheexpefimentflclasshaveimprovetheirEnglishskillsfromtheaspectofaccuracy’completenessanddiversitywhiletheydonothaveasignificantimprovementonfluencyofwriting．4．2ComparisonbetweentheExperimentalandControlClassAswhathasbeendiscussedabove，inthepre-test，allofthestatisticssuggestthatthesignificancebetweentheexperimentalclassandcontrolclassareabove0．05，whichmeansthattherearenosignificantdifferencebetweenthetwoclassstudents．OnlyonthisbasisCantheresearcherstartresearching． 太原理工大学硕士学位论文Table4-5MeanValuesComparisoninthePost·testbetweentheTwoClassDescriptivesStd．NMeanDeviationStd．ErrorAccuruacyExperimental303．250．5043．09212classControlclass303．500．4152．0758Tbtal603．375．4750．0613Fluency2Experimental303．917．2306．0421classControlclass303．900．2034．0371Total603．908．2157．0279CompletenExperimental303．1167．36397．06645ess2classControlclass303．6000．35719．06521Total603．3583．43269．05586Diversity2Experimental303．0500．33088．06041classControlclass303．4000．33218．06065Total603．2250．37309．04817Fromthetable4-5above，theresearchercanknowthatthemeanvaluesofthefouraspectsal"ehigheroftheexperimentalclassthanthatofthecontrolclass．Butwhetherthereareanysignificantdifferencesbetweenthemareunknown．So，theSalTletest(One—WayANOVA)isdonetotestifthereareanysignificantdifferencesbetweentheexperimentalandcontrolclass．47 太原理工大学硕士学位论文Table4．6ANOVA2ofthePost．testANOVASumofSquaresdfMeanSquareFSig．Accuracy2BetweenGroups．9381．9384．394．040WithinGroups12．37558．213Total13．31359Fluency2BetweenGroups，0041．004．088。768WithinGroups2．74258．047Total2．74659CompletenesBetweenGroups3．50413．50426．949．000s2WithinGroups7．54258．130Total11．04659Diversity2BetweenGroups1．83811．83816．718，000WithinGroups6．37558．11CFromthetable4-6above，itisCallbeknownthatvalueofsignificanceofaccuracyis0．040，fluencyis0．768，completenessis0．000anddiversityisO．000．Thatistosay,aftertheexperiment，therearesignificantdifferencesbetweenthecontrolclassandexperimentalclassattheaspectsofaccuracy,completenessanddiversitywhiletherearenotanysignificantdifferencesattheaspectoffluency．4．3QualitativeAnalysisoftheResultsWhilethedataaleanalysedthroughquatitativeapproachbySPSS，theyarealsoanalysedthroughqualitativeapproach．Casesareanalysedafterthewholeexperimem． 太原理工大学硕士学位论文Theresearchercomparesthepre··testandpost·-testwithinonestudentintheexperimentalclassandfindsthattherearemuchmorelexicalchunksintheirpost·testandthewordsdiversityofthepost—testismuchmoresignificantthanthatinthepre-test．Forexample，studentAintheexperimentalclassapplied22lexicalchunksinthepost·testwhileheapplied12lexicalchunksinhispre-test．Atthesametime，itismoreaccurateinthepost—testthanthepre-test．Atthesametime，casesfromexperimentalclassandcontrolclassarecomparedinthepost-test．Itisimpliedthatcasesfromtheexperimentalclassappliedmorelexicalchunksthanthecasesinthecontrolclass．Forexample，oneofthestudentsinthecontrolclassapplied13lexicalchunkswhileanotherintheexperimentalclassapplied23lexicalchunks．Therearealsomoreerrorsinthecontrolclass．Oneofthecasesmade9mistakesinthecontrolclasswhileonemade2mistakesintheexperimentalclass．Asaresult，theresearcherCalllearnthatlexicalchunkscallbetaughtandacquired．Itcanhelpimprovetheabilityofaccuracyandwordsdiversity．Thestudentsintheexperimentalclassmakeprogressinmanyaspects．4．4SummaryandDiscussionTosumup，throughtheanalysisofdata，theresearcherCancometoaconclusionthattheoverallresultisinconformitywitlltheresearchers’hypothesis．Atthesametime，thedataalsohelpsolvetheproblemsthatareputforwardbeforetheexperiment．Theauthorsummarizestheresultsasfollows：Atfirst，beforetheexperiment，thetestforpre—testandpost—testistestedtoexamineifitisreliable．Accordingtothedata，theresearcherknowsitsratioofCronbach。SMphais0．829．Astheresult，thetestCanbeusedtotestthesubjects，whichmeansthetestiSscientificandreliable．Thesecond，accordingtothedatathatisdrawnfromaone-wayanalysisofvariance(ANOVA)，theresearcherCangettheideathattherearenosignificantdifferencesbetweentheexperimentalclassandcontrolclass，whichmeansthatallof49 太原理工大学硕士学位论文thestatisticsofthefouraspects(accuracy,fluency,completenessandvocabularydiversity)representingthesignificanceareabove0．05．Onlyonthisbasiscalltheresearcherstallthenextstep．Thethird，afterawholesemester,theresearchdoesatesttoexamineifthereareanydifferenceswitlleachclass．TheresearcherappliesthePairedSamplesTesttotestifthereareanysignificantdifferencesbetweenthepre-testandpost-testofeachclass．Thefinaldatasuggestthatnomatterintheexperimentalclassandinthecontrolclass，themeanvaluesofeachaspect(accuracy,fluency,completenessandvocabularydiversity)goup．Thatistosay,ingeneral，thestudentsinboththeexperimentalclassandthecontrolclassgaincertainimprovementoftheirgrammarability．However,afteraPairedSamplesTest，theresearcherfindsoutthatnotallthefouraspects(accuracy,fluency,completenessandvocabularydiversity)inthecontrolandtheexperimentalclassshowsignificantdifferences．Theybothhaveasignificantdifferenceattheaspectofaccuracy,completenessandvocabularydiversity,whiletheaspectoffluencyinboththeexperimentalclassandthecontrolclassshowsnosignificantdifference．Astheresult，theresearchercanmakeaconclusionthatallthestudentsinthetwoclassesimprovetheirgrammaraccuracy．Atthesametime，theyCanbuildanarticlemorecomplete，whichmeanstheycanmakeabetterbeginningandendwitllbettercohesivestructures．TheyCanalsotakeadvantagesofmorenewwordsintheiroutput．However,theirlengthofoutputimprovesbutwithoutasignificantimprovement．Atlast，afterthepost-test，theexperimentalclassandthecontrolclassarealsocompared．Atthebeginning，themeanvaluesofthesetwoclassesatthefouraspectsarecompared．Accordingtothedata，theresearchercanknowthatthemeanvaluesofthefouraspectsarehi曲eroftheexperimentalclassthanthatofthecontrolclass．Butwhetherthereareanysignificantdifferencesbetweenthemareunknown．So，thesametest(One—WayANOVA)isdonetotestifthereareanysignificantdifferencesbetweentheexperimentalandcontrolclass．Theresultshowsthattherearesignificantdifferencesbetweenthecontrolclassandexperimentalclassattheaspectsofaccuracy,completenessanddiversitywhiletherearenotanysignificantdifferencesattheaspect50 太原理工大学硕士学位论文offluency．Thatistosay，theeffectsofthesetwodifferentteachingmethodsaredifferent．Thelexicalchunksapproachissignificantlybetterthanthetraditionalteachingapproach．Becausethestudentsintheexperimentalclassgainamoresignificantimprovementonthegrammarabilitythanthestudentsinthecontrolclass． 太原理工大学硕士学位论文52 太原理工大学硕士学位论文ChapterFiveMajorFindingsandImplications5．1MajorfindingsThepresentresearchsetsouttoinvestigatetheinfluencesofthetrainingofnoticingandmemorizinglexicalchunksonthegrammarabilityoffreshmenofacollege．Inthisresearch，twonaturalclassesfromGrade2012，TaiyuanUniversityofTechnology,havebeenobservedintermsoftherelationshipbetweenthelearningandemploymentoflexicalchunksandtheabilityoftheirgrammar．Atthesametime，theresearcheralsotestifiesthehypothesesbeforetheexperiment．Theresearchoffersanopportunitytotestthetrendofthesubjects’grammarabilitybasedontheobtainedresearchdata，andtotestiflexicalchunksCanbetaughtinarealclassaccordingtothescoresbeforeandaftertheexperiment．Thedatacollectedfromtheresearchprovethatlexicalchunksshowpositiveinfluenceonstudents’grammarability,suchaswritingfluency，completenessandaccuracyandSOon．Thefollowingisthemajorfindingsofthisexperimentaccordingtothedatacollectedfromtheexperiment．1)LexicalchunksCallbetaughtinarealclass，whichprovesLewis’theory(1993)．Accordingtotheanalysisofthedataofthepost-test，theresearcherCaneasilyconcludethattheuseoflexicalchunkswidelyexistsinthestudents’essaysoftheexperimentalclasswhiletheyarelessdiverseintheessaysofthecontrolclass．Theabilityofusinglexicalchunksisenhancedthroughseveraldifferentways．Oneofthemistoraisetheawarenessoflexicalchunksofthestudentsintheexperimentalclass．Duringtheexperiment，theteacherkeepsremindingthestudentsintheexperimentalclasstopickoutthelexicalchunksinthetextandexercises．Atthesametime，theteacherassignhomeworkrelatedtolexicalchunks．Allofthoseactionsarehelpfultoraisetheawarenessoflexicalchunksintheexperimentalclass．Apartfromthese，theteacher’Scheckingoftherecitingworkofthestudentscanalsohelpenhancethemasteringoflexicalchunksbythestudents53 太原理工大学硕士学位论文2)Masteringandemployinglexicalchunksisanessentiallanguagelearningstrategy．LexicalchunkscanhelpsettlethecomplicatedproblemsthelearnersencounterinSLA．Undertheinstructionwithoutlexicalchunks，thestudentsmaycomeacrossalotofproblemssuchaspoorvocabularydiversity,pooraccuracyandnotknowinghowtoorganizeaarticle．However，aswhathasbeenshownintheexperiment，thestudentsundertheinstructionoflexicalapproachperformsignificantlybetteratthoseaspects．Astheresult，theresearcherCangaintheideathattheapproachoflexicalchunksisanimportantandusefulstrategyforEnglishlearning．3)Knowledgeoflexicalchunksisembodied、vitllmorepowerforthequalityofthelearners’grammarabilitythanstructuralrulesoflanguage．AsNattinger&DeCarrico(1992)haveclaimed，lexicalchunkswhichexistbetweengrammarandlexismayplayakeyroleinlanguageteachingandhaveagreatinfluenceonlanguagelearning．Inthisexperiment，theresearcherteststhegrammarabilityfromthefouraspects：accuracy,fluency,completenessandvocabularydiversityofwriting．Astheanalysisofthedataabove，theresearcherfindsoutthatknowledgeoflexicalchunksCanhelpthestudentsimprovetheirgrammarabilitysignificantlyfromavarietyofaspects．TheycanapplyEnglishmoreaccurate，fluentandcompletewithmorediversewords．So，theresearchercaneasilyconcludethatknowledgeoflexicalchunkscallbeanefficientwaytolearnaforeignlanguage．5．2ImplicationsofPedagogyandLearningStrategy5．2．1ImplicationsforTeachers1)LearningKnowledgeofLexicalChunksAswhathasbeengainedfromtheexperiment，theresearcherfindsoutthatknowledgeoflexicalchunksisbeneficialforthestudents’grammarability．Itiswidelyknownthatteachersplayaveryimportantroleinstudents’learning，especiallylearningofaforeignlanguage．Inordertoenhancethegrammarabilityofstudents 太原理工大学硕士学位论文better,teachersareresponsibleforlearningknowledgeoflexicalchunksthemselvesfirstandapplythemintoclasses．Thisisindispensableandbeneficialforbothstudentsandteaching．2)Applyingknowledgeoflexicalchunksinclasses．Theremaybealotofwaystoteachlexicalchunkstostudents．TheresearcherCalllearnsomeofthemfromtheexperiment．Inthebeginning，inordertohelpstudentslearnlexicalchunks，teachersshouldintroducelexicalchunksindetails．Asaresult，thedefinition，categories，usageandwaystoidentifyareindispensableforteacherstointroducetostudents．Afterintroducingthebasicdetails，teachershelpthempracticeandsuperviseandurgethemtoreciteandemploylexicalchunks．Teachersmayaskthemtokeeprepeatedreadingandtextmemorization．Atthesametime，teacherscanaskstudentspickoutlexicalchunksfromtextsandaiter-classexercises．Thenteachersassigntaskstohelpstudentstopracticeandrecitelexicalchunks．Whileteachersrequirestudentstoprctice，teachersshouldkeepmentioningthatlexicalchunksareusedincontexts．Thatistosay,teachersshouldraisestudents’awarenessoflexicalchunksandmakeknowledgeoflexicalchunksbeaindispensablepartoftheirlanguageteaching．3)EncouragingstudentstoapplylexicalchunksactivelyTeachersmayencouragelearnerstotakeriskinproductivelyapplyinglexicalchunkstheyhaveacquired．Swain(1985)claimedL2leamersdonotnecessarilypickupmanyfeaturesintheirinput，thereforetheyneedpushingbyothersandaskingbytutorstoapplywhattheyhavelearnedintheiroutput．So，eventhoughstudentshavegainedalotofknowledgeoflexicalchunks，theyalsoneedmotivationtousethemintheiroutput，whichrequiresteacherstoencouragethemto．HerearesomedetailedwaystoencouragestudentstoapplylexicalchunksintheirdailyEnglishlearning．Beforeeachclass，teachersCanaskstudentstopreviewthewholetextandpick5S 太原理工大学硕士学位论文outthelexicalchunksinthetext．Duringtheclass，theyareaskedtodiscusstheiranswersingroups．ThentheteacherCallgivethemthecorrectanswerenenhancetheirmemoriesoflexicalchunks．Aftereachclass，teachersshouldassigncertainhomeworkforstudentstopracticelexicalchunksthathavebeentaughtintheclass，suchasawritingassignmentortranslationassignmentthatrequirestudentstousinglexicalchunkstofinishthem．Thentheteacherscanexamineifthestudentshaverecitedthelexicalchunksthathavebeentaughtbeforewell．Iftheyperformwell．Theycangethighermarksinthefinalexamandiftheydon"t，theylosecertainmarks，whichisinordertoencouragestudentstoapplylexicalchunksactively．41CombiningvocabularyandgrammartogetherThe”grammar”heremeansdifferentfromthethesistitle，whichisanarrowsense．Itmeansthestructuresoflanguageorlanguagebuildingrules．Afterlearningtheknowledgeoflexicalchunks，teachersshoulddefytheviewthatvocabularyandgrammararetotallyunrelatedandtheybelongtotwocompletelyseparatesystems．Itislexicalchunksthatcombinevocabularyandgram．martogether，whichisfirmlybelievedbyNattinger&Decarrico(1992)whoperceivethatlexicalchunksarelocatedbetweenvocabularyandgrammarsomewhere．Mostsignificantly,researchersclaimthatL2learnersaresupposedtoapplylexicalchunksasinputandstorelexicalchunksasawholepart．TheyCanderivebothgrammaticalandmorphologicalrulesfromlexicalchunks．Willis(1999)suggeststhattheteachersshouldencouragelanguagelearnerstoleamaforeignlanguageinsuchawaySOastofacilitatedevelopmentandformarelativecompletesystemofthetargetlanguage．Inaword，grammarandvocabularyshouldbecombinedtogether．5)PursuingprofessionaldevelopmentAccordingtothisexperiment，theresearcherfindsoutthattheapproachoflexicalchunksisbetterthanthecommonapproach．Thatistosay,commonteachingsarenotperfectandteachersstillhavelargespacetOimproveteachingsandgainprofessionaldevelopment．Teachers’professionaldevelopmentistheresultofpursuitofbetterteachingoutcome．Ifteachersmakemistakesofusinglexicalchunks，studentswillbe56 太原理工大学硕士学位论文influenced，too．Manyteachersthemselvesmaymisuselexicalchunkssometimeswithoutawareness．Inordertoachieveabetterteachingoutcome，teachersshouldneverstopself-trainingoftheirteachingskillsandrenewingteachingmethodologies．Besides，eventhoughitisimportanttoteachlexicalchunkstOstudents，itisnotthesoloapproachtoteach．Teachersshouldbegoodatlookingfordifferentefficientwaytoimproveteachingoutcomes．5．2．2ImplicationsforStudentsFirstofall，Itisquiteessentialforthestudentstobecomeawareofthericheximenceoflexicalchunksandtakeadvantagesoflexicalchunkstodevelopstrategiesforlanguageacquisition．Atthesametime，theyshouldalsoknowthatlexisarenottotallyunrelatedtogrammarandrealizethatwordsdonotoccurinisolationbutincombinationwithotherwords．whichmeansthattheawarenessoftheexistenceoflexicalchunkscarlhelpbuildaefficientlearningstrategy,whichwillinturnfacilitateactualcommunicationandreduceprocessingtimeandburdenonthepartofbothlistenersandspeakers．Then，studentsshouldbeexposedinsufficientauthenticlanguagematerials．Itiswidelyknownthatcollegestudentsaremuchmorefreethanmiddleschoolstudents．So，autonomouslearningincollegeisstronglyencouraged．Inordertofosterthestudents’awarenessandincreasetheirstorageoflexicalchunks，theyneedlongtermexposuretoauthenticEnglishmaterials．Becausetheclasstimeislimitedincollegeandtherearemillionsoflexicalchunksthatitisimpossibleforteacherstoteachthemalltostudents．Asaresult．1argequantityofinputoflexicalchunksinauthenticlanguageisnecessaryinautonomouslearning．Teachersplayanimportantroleinhelpingstudentsdevelopefficientlearningstrategies，whilethelearnersshouldplayamoreimportantroleinlearningaforeignlanguage．Theyshouldreadmore，listenmoreand、vritemore．Thelastbutnottheleast，studentsshouldpracticelexicalchunksandoutputthemfrequently．TheresearcheshavelearnedthatlexicalchunksCanhelpgaina57 太原理工大学硕士学位论文betterlanguagelearningstrategy．So，inordertolearnmoreeffectivelyandfastandlayasolidfoundationofEnglish，studentsshouldpracticeandpracticeafterlearningtherelatedknowledgeoflexicalchunks．Becauselearningaforeignlanguageisaimedatoutputting，SOpracticeandoutputareveryimportantandessential．5．2．3ImplicationsforCollegeEnglishEducationAccordingtocollegecurriculumofEnglish，theteachingobjectivesofcollegeEnglishistodevelopstudents’comprehensiveproficiencyinorderthatthestudentsCanlearntocommunicateinEnglishfluently．However,therearesomanychinglishamongsecondlanguagelearners．MostofthemlearnEnglishunderthestructureofEnglishteacherswhoanalyzetextbooksbyteachinggrammarrulesandvocabularymeaning．Asaresult，theyCannotcombinethegrammarrulesandlexicontogetherandoutputfluenttargetlanguage．TheresearcherthinkstherearethreereasonsforthisOneofthereasonsisthatteachersincollegesdonotknowtheknowledgeoflexicalchunksandcannotcombinelexiconandgrammarthemselves．So，theyarenotabletoguidestudentsproperly．Then，thestudentsdonothaveawarenesstocombinegrammarrulesandlexicontogether．Thedeepestreasonisthattherearenoonetoteachthemtodothat．ThisisduetotheEnglisheducationbutnotstudentsthemselvesThelastreasonisthatthecoursedesignofcollegeEnglishisnotthatscientific．TherearelittlechanceforstudentstobeimmersedintremendousauthenticEnglishmaterialinlimitedclasstime．Teachers’taskistOfinishtheanalysingoftextbookbyteachinggrammarandanalysingnewwords．TherearefewteachersCancombinelexiconandgrammarintheirdailyteaching．AttheSalTletime，exercisesonlexicalchunksfirenotsufficientinthetextbooksofcollegestudents．AsSresult，studentsjustmakeupsentencesbyputtingwordstogetheraccordingtogrammarrules，whichmakeslearnersperformnon-natively．So，itisexpectedthateducationofcollegeEnglishCanbedevelopedandimprovedinordertOhelpcombinegrammarand58 太原理工大学硕士学位论文lexicontogether．Therefore，itishig}llyhopedthatawiderangeofteachingmaterialssuitabletoSLlearnerscanbeputintoserviceandlexicalchunkswillplayaimportantroleinthefuturetextbookandpromoteasystematicdevelopmentofitsknowledge．5．3LimitationsofthePresentResearchandSuggestionsforFUrtherResearch5．3．1LimitationsofthePresentResearchEventhoughtheresearcherhasreferredavarietyofmaterialsandtryherbesttodothisresearchandthepresentresearchhaslaidflsmallfoundationforthefuturestudiesonlexicalchunks．therearestillsomelimitationst11atiShardtoovercomeFirstofall，Thisresearchisanexperimentbasedonsamples．Thereareonly60studentsinvolvedintheexperimentinTaiyuanUniversityofTechnology,ShanxiProvince．ThoughthepresentresearchCanmakearelativelypositivecontributiontoresearchesonlexicalchunks，thenumberofsamplesarelimitedinonecollegeinShanxiProvince，letaloneChina．SoitisnecessarythatmuchbiggersamplesshouldbetestedfromdifferentcollegesalloverofChina．Atthesametime，theteachingmaterialisbasedontheNewHorizonEnglish，itmaybenotSOrepresentativeandnotthebesttextbooks，whichisstillwaitingtobeproved．Thesecond，thisresearchonlyinvolvesfreshmeninacollege．Inordertomaketheexperimentcomprehensive，learnersfromalltypesshouldbeinvolvedThen，thetimespanisalsonotlongenough．Becauseitisagraduationthesis，thetimeforanexperimentislimited、^，imcollectingrelatedmaterials，designingtheresearchandanalysingthedata．Eventhoughthemainexperimentlastssixteenweeks，theresearchercouldonlyfindoutthemainhypothesis、Ⅳi廿lthelimitedtime．Ifconditionspermit，alongertimespanmaybringoutmorefruitfulexperimentInaddition，thereisonlyoneessaytaskforthetestandthefinalmarksofeachstudentsarerelativelysubjectively．Moreobjectivemethodshouldbeusedinfurther59 太原理工大学硕士学位论文studies．Thelast，thoughtheresearchhasfoundoutwhatshehaswondered，theyareonlyoneaspectoftheresearchesonlexicalchunks．Thisthesisonlyfocusesontherelationshipbetweentheteachingoflexicalchunksandgrammarability．Therelationshipsbetweenthelexicalchunksandlistening，writingandspeakingarenotmentionedandneedfurtherresearching．5．3．2SuggestionsforFurtherResearchersConsideringthelimitationsofthisresearch，theresearchermaygivesuggestionsforf-岫erresearches．1)Expandthesamplescalesandenrichthesourceofsamples．Moresamplesandrichsubjectsearlprovideamorerepresentativeresults．Underthesanlecondition，themoresamplestheexperimentcontains，thepersuasivetheresultis．Inordertomaketheresearchmorerepresentative，therelatedlaterresearcherscanenlargethesamples．Atthesametime，samplesfromdifferentlevelsarebetter．ThelaterresearchCaninvolvesamplesfromdifferentlevelindifferentschoolsandevenindifferentprovinces．2)Enrichtheexperimentaltools．Theexperimentaltoolsinthisresearchislimited．Morekindsoftoolsshouldbeappliedinthef-蛐erstudy,suchasmachinestotestthepsychologicalchangesofthestudentsandobservationoftheirdetailedchangesduringtheexperiment．Asiswidelyknown，experimenttoolsofEnglishresearcharenotveryadvancesandveryscarce．AsanEnglishresearcher，weshouldactivelyleamtheadvancedresearchingmethodsandtoolsfromforeigncountriesSOthattheresearchinChinacanmakeasignificantprogress．3)Increasethetimeofresearching．Longtimeobservationandtrainingmaybemoreeffectiveandrepresentative．LongtimespanCanensureadetailedobservationofthesamplesandmaketheexperimentmorecredible．4)Investigatetheinfluenceoflexicalchunkstheoryinvariousaspects．OnlythecomprehensiveresearchCanhelpapplythetheoryintherealteachingeffectiveand 太原理工大学硕士学位论文appropriate．Lexicaltheoryismoreandmorepopularduringtheseyears．Itisverypotentialforlanguageteachingandhasnotbeenresearchedandusedwidely 太原理工大学硕士学位论文 太原理工大学硕士学位论文ChapterSixConclusionGrammarteachinghasbeenanindispensableandessentialpartofforeignlanguageteaching．Traditionalgrammarteachingisakindofteachingandpracticingofgrammaticalrules，whosedisadvantageshavebeendiscussedformanyyearsPeoplehavebeenarguingthatgrammaticalstructuresCannotbetransformedintounconsciouslanguageabilityHowever,witllthetheoryoflanguagechunksbeingpopular,researchersfoundthatgrammarisnolongerafixedstructurebutaunityofstructuresandmeaning，whichismutativeanddiscoursal．Thatistosay,foreignlanguageteachersshouldseeandteachlanguageinanewperspective．ThisthesisaimsatinvestigatingifthereareanypositiveeffectiveoflexicaltheoryongrammarabilityandisbasedonthetheoryofLexicalApproachbyMichaelLewis(1997)．Theexperimentisdividedintothreestageswithbothquantitativeanalysisandqualitativeanalysis．Afteranalysingthedatacollectedintheexperiment，theresearcherfindsoutthatlexicalchunkstheoryhasapositiveeffectonthegrammarteachingandlearning，whichCaneasilyproveLewis。lexicalapproachtheory(1993)．ThisisquiteusefulinthefieldofSLAandSLteaching．ItCanwellguidelanguageteacherstoteachEnglishinanewwayandguideresearcherstohaveathinkingongrammarteachingTheresultofthesethesistosomeextentcoincideswiththeformerresearchonlexicalchunksinChina．Justaswhathavebeendiscussedintheformerchapter,YanWeihua(2004)madeaconclusionthattheknowledgeoflexicalchunksCanhelpimproveleamers’abilityofusingthetargetlanguageproperly．YaoYubao(2003)foundthataftertrainedwitlllexicalchunks．1earners’levelofspokenEnglishmadegreatprogress．PuJianzhong(2003)alsoholdthatvocabularyteachingshouldstrengthenlexicalchunksteaching．Atthesametime，thisthesisemphasizesontherelationshipbetweenthelexicalchunksandgrammarteaching，whichismuchnewer63 太原理工大学硕士学位论文andmorecreativeinthisresearchfield．Consideringthelimitationsandsuggestionsofthisresearch，itCanalsolaysomefoundationforfurtherstudiesonlexicalchunksandmakesomecontributionsforfurtherresearcherstoavoidmakingthesamemistakes 太原理工大学硕士学位论文BIBLIOGRAPHY[1]Becker，J．ThePhrasalLexicon[M]．CambridgeMass：BoltandNewman，1975．[2]BiberD，JohanssonS，LeechG，ConradS＆FineganE．LongmanGrammarofSpokenandWrittenEnglish[z]．London：Longman，1999．[3]Bolinger，D．1976．MeaningandMemory[J】．ForumLinguisticum(1)：114[4]Conzett，J．IntegratingCollocaiotnintoaReadingandWritingCourse．InLewisMichael(Ed．)，Teachingcollocation．Furtherdevelopmentsinthelexicalapproach．【M]．Hove，England：LanguageTeachingPublication，2000．70—87[5]Cortes，V，Jones，J．，&StoHebF．LexicalbundlesinESPreadingandwriting．PaperpresentedattheTESOLConference，SaltLakeCity,UT,2002[6]Ellis，N．C．SequencinginSLA：phonologicalmemory,chunkingandpointsoforder【J]．StudiesinSecondLanguageAcquisition18(1996)：91-126．[71Ellis，R．1994．TheStudyofSecondLanguageAcquisitionif[M】．Oxford：OxfordUniversityPress．[8]Firth，J．R．ModesofMeaning．EssaysandStudies(TheEnglishAssociation)，1951．118-149．【9]Hoey,M．Patternsoflexisintext．Oxford：OxfordUniversityPress．1991．【10]Krashen，S．D．SecondLangageAcqisitionandSecondLangageLearning[M]．Oxford：PergamanPress，1981．[11]lewisM．TheLexicalApproch[M]．Hove，England：LanguageTeachingPublication，1993【12]lewisM．ImplementingtheLexicalApproach：PuttingtheoryintoPractice．[M]Hove，England：LanguageTeachingPublication，1997[13]NattingerJR&DeCarricoJS．LexicalPhrasesandLanguageTeaching．65 太原理工大学硕士学位论文[M】．Oxford．OxfordUniversityPress，1992【14]Sinclair，J．Corpus，Concordance，Collocation[M]．OxfordUniversityPress，1991．【15]Wray,A．FomulaicLanguage：PushingtheBound-aries【M】．Oxford：OxfordUniversityPress，2008．【16]Wray，A．FormulaicLanguageandtheLexicon[M]．Cambridge：CambridgeUniversityPress，2002：9．【17]常晨光．公式性语言的功能[J】．外语与外语教学，2004，(2)：7一10．【18】陈伟平．增强学生词块意识，提高学生写作能力外语界，【J]．2008．(3)：48—53．【19]戴曼纯．语块学习、构式学习与补丁式外语教学【J]-夕}语界．2012(1)：52．60．【20]戴炜栋．二语语法教学理论综述【J]．外语教学与研究．2005，(3)：92．99．121]硼．英语本科生词块能力调查【J】I解放军外国语学院学报，2004，(4)：35．38．122]桂诗春．我国外语教学的新思考【J】．外国语，2004(4)：2-9．【23]黄慧，建构主义视角下的大学英语语法教学研究【D】；上海外国语大学；2007年【24]黄燕．王海啸．二语语块研究的中国“图景”：语块研究的现状和前瞻[J]外语界，2011，(3)：74．81．f25】蒋宇红．词块教学促进英语学习者口语交际的实证研究[J]．国际关系学院学报，2008，(3)：86—90．【26】刘加英．词块与大学英语口语教学[J]．山东外语教学，2006，(4)：88—90．【27】毛澄怡．语块及其在英语学习者会话中的使用特征[J]．解放军#bin语学院学报，2008，(2)：58～62．[281-5广惠．词块的界定、分类与识别【J]．解放军外国语学院学报，2011，(1)：1一．[29】马广惠．英语专业学生二语限时写作中的词块研究[J】．外语教学与研究，2009，(1)：54—_60．[30】戚焱．英语专业学生口语中词块使用情况的跟踪研究[J】．外语界，2010，(5)：34．41．[31】苏丹洁．语块是构式和词项的中介-以现代汉语“V起NP来”为例【J】．中山大学学报2012，(1)：69．76．【32】濮建忠．英语词汇教学中的类连接、搭配及词块．【J】外语教学与研究．2003(11)：438-445．【33]濮建忠，卫乃兴．词汇和语法【J】；解放军外国语学院学报；2000年02期^6 太原理工大学硕士学位论文【34】王春艳．免费绿色软件AntConc在外语教学和研究中的应用【J]．外语电化教学，2009(1)：45．48．[35】王立非，梁茂成．WordSmith方法在外语教学研究中的应用[J]．外语电化教学，2007(3、：3-7．【361：E鲥b，张大凤．国外二语预制语块习得研究的方法进展与启示【J]．外语与外语教学，2006(5、：17-21．【37】卫乃兴．专业性搭配初探语料库语言学方法[J]．解放军外国语学院学报，2001，(4)：19．23．【38132乃兴．词语搭配的界定与研究体系D阅．上海：上海交通大学出版社，2002．薛国凤：当代西方建构主义教学理论研究[D]：河北大学：2003年[39]严维华．语块对基本词汇习得的作用[J】．解放军外国语学院学报，2003，(6)：58—62．[40]杨玉晨，杨玉英．从词汇触发透视中国学生二语词汇认知图式的构建⋯．以moreandmore为例【J]．夕}语教学理论与实践．2010(2)：36—43．[4l】于秀莲．语块教学法与提高英语应用能力的实验研究【J]-夕}语界，2008(3)．[42]詹宏伟．语料库中语块提取的工具与方法[J]．外语教学．201l，(3)：23．26．[43]张凌岩，陈莹．词块训练对大学生英语口语表达能力影响的实验研究【J]．山东外语教学．2011，(2)：67．67．[44]张淑静．从反应类型看词汇习得．【J】外语教学与研究．2003(7)：275-280．[45]周健．语块在对外汉语教学中的价值与作用．2007(1)：99．103．【46】周红红．文化特色词与双语词典[A】．中国辞书学会双语词典专业委员会第6届年会暨学术研讨会论文专辑[C】．2005年67 太原理工大学硕士学位论文 太原理工大学硕士学位论文ACKNOWLEDGEMENTSAftermanytimesofmodificationandpolishing，thispaperisfinallycompleted1wouldliketothankallthepeoplewhohaveofferedmegreatsupportandhelpFirstandforemost，1woddliketothankmyrespectedsupervisorProfessorHaoMei，withoutwhoseenlightenmentandguidance，thisdissertationwasimpossibletobefinished．Ifeelluckytohavewitnessherwisdomandrigorousresearchattitude，whichencouragesmesomuchthatIhavethemotivationtodotheresearchearnestlyandrigorouslyThen，1wouldliketothankmybestfriendsandpeersheartfeltly．Theyhelpedmecollectrelatedmaterialsfromdifferentlibraries．Meanwhile，withouttheirhelpwithmylearningSPSS，1wouldneverfinishthisexperimentLastbutnottheleast，1wouldliketoexpressmybestgratitudetomydearparents，whohavegivenmegreatspiritualsupportandendlesslove 太原理工大学硕士学位论文 太原理工大学硕士学位论文PUBLISHEDPAPERS姚佳宁，语法教学新思路：语块教学，《中国科教创新导刊》，2013，3：102．103姚佳宁，语块理论综述，《山西大学学报(社会科学版)》增刊，2013，5 太原理工大学硕士学位论文