Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal
英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献
ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter
澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文
小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法
英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查
temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语
经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目
日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题
职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-30编辑:lgg点击率:4251
论文字数:36200论文编号:org201406261310353901语种:英语 English地区:中国价格:$ 66
摘要:It is well acknowledged that the objective of second language teaching is to developlearners’ ability of using the target language to communicate with others accurately andfluently.
Chapter One Introduction
1.1 Research Background
The concept of lexical chunk was firstly proposed by Becker (1975) and Bolinger (1976)in 1970s. It refers to a special kind of multi-word which, fixed or semi-fixed, lies betweentraditional grammar and vocabulary. So far there have been many terms used by scholars suchas prefabricated routines and patterns (Hakuta, 1974; Krashen & Scarcella, 1978), lexicalizedsentence stems (Pawley & Syder, 1983), lexical phrases (Nattinger & DeCarrico, 1992),lexical chunks (Lewis, 1993) and formulaic language (Weinert, 1995; Wray, 1999).A great number of linguists have conducted researches on lexical chunks. At present, inforeign countries, researches on lexical chunks in second language mainly employ threemethods which are linguistic method, corpus linguistics method and psycholinguistic method.Studies about lexical chunks in foreign countries have made some progress, which mainlyfocus on three aspects, that is, the development of lexical chunks, the difference of lexicalchunks between learners and lexical chunk teaching. Petera (2001) studied how four Japanesechildren used lexical chunks. Tode (2003) investigated how many grammatical rules of “be”learners would learn only through lexical chunks. Bradley (2003) and Wiktorsson (2003)studied the difference between learners in terms of lexical chunk use.In China, papers on lexical chunks came into being at the beginning of the 21stcenturyand most of them focused on the introduction to lexical chunks and the importance of lexicalchunks for language learning. Since 2005, an increasing number of studies on lexical chunkhave sprung up with various research methods and angles. Despite China’s late start in aspectof lexical chunks, studies about lexical chunks develop quickly in China. Many scholars haveexplored the importance of lexical chunks in English teaching such as Yang Yuchen (1999),Wu Jing and Wang Ruidong (2002), Liu Xiaoling and Yang Zhiqing (2003), Pu Jianzhong(2003) and Yan Weihua (2003). And some stress that lexical chunks are positively correlatedwith learners’ English output competence such as Li Hongye (2004), Liu Jiaying (2006) andLi Taizhi (2006).
……………
1.2 Significances of the Study
It is well acknowledged that the objective of second language teaching is to developlearners’ ability of using the target language to communicate with others accurately andfluently. With the advancement of second language teaching research, scholars have triedvarious teaching methods, two of which are of much influence.In 1950s, Structural Approach, based on Behaviorism and Structuralism, played aleading role in second language teaching. In classroom teaching, grammar was attached tomuch more importance and sentence patterns were the main teaching content, which madestudents good at grammar and sentence exercise, whereas students lacked appropriatecommunication competence. In 1970s, influenced by Chomsky, some linguists began to directattention to the development of learners’ communicative competence. CommunicativeApproach was different from Structural Approach. Just as its name suggested, CommunicativeApproach emphasized learners’ communicative competence. Only through learning naturallanguage and using them in appropriate social situations can learners enhance theircommunication competence. Instead of grammar and sentence本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。