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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-20编辑:lgg点击率:4295
论文字数:38120论文编号:org201308201044201371语种:英语 English地区:中国价格:$ 66
摘要:在语文教学中的教师开始诉诸周期的观察,假设,实验以外,利用演示生产实践的教学风格。
Chapter 2 Literature Review
In this part, first of all, the definition, categories and features of lexical chunkswill be introduced, the related theories on lexical chunks conducted by scholars ispresented as well. Also an overview of news listening and the relationship betweennews listening comprehension and lexical chunks are specifically written. At last, theauthor presents the late thirty years related studies from domestic and abroadresearchers.
2.1 Theories on Lexical Chunk
In this part, the definition of lexical chunks is presented in the first place, thencomes to the categories and features of chunks. In order to prove that the lexicalchunks play a revolutionary effect in nowadays teaching approach, some insights onthe lexical chunks’ functions are followed.
2.1.1 Definition of lexical chunk
Since this paper is about the effect of lexical chunks in English news listening.Students should firstly understand what lexical chunk is. Since a huge number ofprefabricated chunks are used by native speakers in their daily language use. A largenumber of prefabricated chunks are stored in their memory. The significance oflexical chunks is recognized and accepted by much more scholars at present. But sofar, there was no agreed definition of chunk. Since different scholars gave differentterms and definitions to the notion from their perspectives and contexts. Scholars put forward more than 40 different terms to describe chunks, for instance, “ lexicalizedsentence stems” which was put forward by Syder and Pawley in 1983. And“form-meaning pairings”, prefabricated phrases”, (Sinclair, 1991), prefabricatedchunks”, lexical phrases”, “formulas”, the expressions of fixed or semi-fixed”,“language of ready-made or prefabricated” proposed by Howarth in 1998.
Chapter 3 Methodology.................. 43-53
3.1 Research questions .................43-44
3.2 Subjects................. 44
3.3 Instruments .................44-46
3.3.1 Questionnaire .................45-46
3.3.2 Test................. 46
3.3.2.1 Pre-test................. 46
3.3.2.2 Post-test .................46
3.4 Procedure.................46-50
3.4.1 Teaching activities in the EC................. 47-50
3.4.2 Teaching activities in the CC................. 50
3.5 Data collection and analysis methods................. 50-53
Chapter 4 Results and Discussion................. 53-64
4.1 Results of the study .................53-59
4.1.1 News listening scores of EC and CC................. 53-57
4.1.2 Results of questionnaire .................57-59
4.2 Discussion .................59-63
4.3 Summary................. 63-64
Chapter 5 Conclusion................. 64-70
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