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1998; Wray2002:9; Ellis 2005; Robinson & Ellis 2008; Lu Jianming 2011; Zhang Yi 2011; Zheng Chao& Yuan Shihong 2011).As a short-cutting device, lexical chunks reduce processing time and effort and thusprovide convenience for both speakers and listeners. A lot of time is saved when speakersuse lexical chunks in the process of speech production (Chang Chenguang 2004). Therefore,using lexical chunks conforms to the economy principle. Cognitive Linguistics (Goldberg1995, 2006; Lu Jianming 2011; Zhang Yi 2011) and SLA research (Altenber 1998; Wray2002:9; Ellis 2005; Robinson & Ellis 2008; Zheng Chao & Yuan Shihong 2011) indicatenative speakers tend to use many lexical chunks or formulas in their daily communicationand only use grammar and individual words to construct sentences when there is no lexicalchunks available.
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CHAPTER THREE CORPUS-BASED STUDY ON LEXICAL CHUNKS........13
3.1 Corpora Selected for the Present Study.............13
3.2 Analysis Approach in the Present Study............14
3.3 Lexical Chunks Errors in CLEC.... 15
3.4 Summary............ 28
CHAPTER FOUR DEFICIENCIES OF THE DESCRIPTION OF LEXICAL CHUNKS INELDS.... 31
4.1 ELDs Involved in the Present Study........31
4.2 Inadequacy in the Representation of Lexical Chunks in ELDs.....31
4.3 Summary............ 40
CHAPTER FIVE THEORETICAL FOUNDATION AND PROPOSED MODEL FORCOUNTRY-SPECIFIC REPRESENTATION..... 41
5.1 Theoretical Foundation for the Present Study.............41
5.2 MMDT for the Country-specific Representation of Lexical Chunks in ELDs...........44
5.3 Summary............ 49

CHAPTER FIVETHEORETICAL FOUNDATION AND PROPOSED MODEL FORCOUNTRY-SPECIFIC REPRESENTATION OF LEXICAL CHUNKS

5.1 Theoretical Foundation for the Present Study

According to Krashen’s Input Hypothesis, enough and comprehensible input of lexicalchunks need to be provided for learners in the process of English acquisition. To provide theneeded lexical chunks, China EFL learners’ cognitive features should be made clear, thusthe compilation of ELDs on Chinese-specific principle is necessary. As for the concretepresentation method of lexical chunks in Chinese-specific ELDs, Meaning-drivenMulti-dimensional Definition Theory should be considered.In the study of SLA, researchers have put forward varied kinds of theories, and amongwhich the relationship between the input and SLA is always a key point. According to RodEllis (1985), in the natural environment, L2 learners and L2 native speakers’ dialogue canprovide input; class teaching can also provide input; and input can be oral and written. Boththe L1 acquisition and L2 acquisition involve input. Krashen’s Input Hypothesis can be themost impressive and comprehensive one in the theories on input. It is not an isolated systemand is congregated with the other four hypotheses: the Acquisition and Learning Hypothesis,the Natural Order Hypothesis, the Monitor Hypothesis, and the Affective Filter Hypothesis.They five together compose a systematic and constant theory of SLA, which is usuallycalled the Monitor Theory or the Monitor Model. Among them the Input Hypothesis is thecentral part of this overall system.