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词块意识培养对高中生英语写作的影响研究

类型:英语论文 时间:2017年11月15日

IntroductionIn the English classroom teaching, an individual word has beenconsidered as a basic lexical unit, because individual words are convenientto identify, teach, and process. There is mounting evidence that SL learnersseem to employ processing advantages of formulaic sequences overnon-formulaic sequences in terms of writing. The function of formulaicsequences in oral and written English has been known to be most influentialinformation processing strategy. Formulaic sequences are easier to bespotted out and produced afterwards compared to the efficiency of rotelearning. Language users do not always process language wordd, butstore lexis as a whole memory package. In fact, it has been estimated thatformulaic sequences constitute more than 50% of spoken and writtenEnglish discourse (Erman & Warren, 2000) and that these sequences arestrongly associated with fluent, communicative, native-like languageproduction (Pawley & Syder, 1983; Schmitt, 2010). Wray (1999) adopts asingle cover term, formulaic sequence, and defines it as follows: a sequence,continuous or discontinuous, of words or other meaning elements, which is,or appears to be, prefabricated: that is, stored and retrieved whole frommemory at the time of use, rather than being subject to generation oranalysis by the language grammar.ith regard to English writing instruction, there are currently amajority of pedagogies accounting for the learning in L2 development. Someresearches have considered Genre-Based Approach, Process-BasedApproach, and Product-Based Approach while other researches haveinvoked Lexical Approach. The research aims to provide an innovativeprocess to writing instruction by raising learners’ awareness with aframef lexical chunks. When words are combined in a ready-madechunk, they have the power to specify one another’s occurrence. Lexicalchunks which usually occur in a subsequence act as a hint for oneeother words in a particular context. In terms of cognitive processing,multi-word units tend to retrieve more easily in a speaker’s memory. Thepurpose of the present study was to investigate what effect of lexical chunks’awareness has on senior high students’performance in English writing.The present dissertation study to some extent investigates theconsequence the Lexical Approach will bring on medium SL learners andadvanced SL learners in producing English formulaic sequences. Inparticular, it intends to investigate if collocations are attributes of fluency inEnglish writi

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