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作　者: 谭爱华
导　师: 杨晓钰
学　校: 西南师范大学
专　业: 英语语言文学
关键词: 词块语言习得语言处理语块二语习得词汇搭配词汇特征孤立词汇语言结构自然语言
分类号: H319.2
类　型: 硕士论文
年　份: 2005年
下　载: 643次
引　用: 3次
阅　读: 论文下载

内容摘要

近年来,随着语料库语言学的发展,对词汇的研究得到了越来越多的重视。许多语言学家通过研究大量语料发现,英语自然语言中存在着大量兼有句和词汇特征的固定或半固定的语言结构,这些模式化的语块(pattemed chunks)以一个整体储存在人的大脑中,是语言处理最理想的单位。这种多词组合就叫做词块或语块(lexical chunks)。词块的存在加快了语言处理的速度,对语言习得和促进语言输出的流利性都具有重大的意义(Pawley & Syder,1983;Nattinger & DeCarrico,1992;Cowie,1998;Lewis,1993,1997,2000)。因而,词汇(lexis)的内含不再仅仅是孤立词汇的总和,而是不仅包括单个的单词,也包括存储在我们心理词库中的词的组合,即词块。Lewis(1997)认为把词汇整合为短语、搭配等更大的语言单位,而不是切分为孤立的词等更小的单位,这在二语习得和使用中是非常必要而且重要的。Nattinger和DeCarrico(1992)也指出,语言习得和文本输出的计算分析表明,词汇短语(lexical phrase),即语块(lexical chunks)是语言教学中理想的单位。Pawley和Syder指出(1983),对二语习得者而言,要达到接近本族语者的流利程度和选词能力就应该进行更多的词块学习。根据Lewis(1997),词块分为四类,即1、聚合词(polywords):由一个以上单词组成的固定短语,如by the way, all in all;2、搭配词(collocates):以较高频率出现的单词组合,如动词+名词,形容词+名词等,搭配又可以分为词汇搭配(lexical collocation),如sincerely believe和语法搭配(grammatical collocation),如take off,

全文目录

Abstract  8-11
内容摘要  11-14
Chapter One Introduction  14-21
  1．1 Background of the Study  14-19
    1．1．1 Concept of Lexis  14-15
    1．1．2 A New Role for Lexis  15-16
    1．1．3 Current Situation of Lexical Teaching in China  16-18
    1．1．4 Effects of Textbooks on English Teaching and Learning  18-19
  1．2 Aims and Organization of the Dissertation  19-21
Chapter Two Literature Review: Why Focus on Lexical Chunks  21-37
  2．1 Teaching Lexis in Form of Chunks  21-25
    2．1．1 Definition and Categories of Lexical Chunks  21-22
    2．1．2 Collocations  22-25
  2．2 Advantages of Lexical Chunks  25-28
    2．2．1 Lexical Chunks and Language Acquisition  25-27
    2．2．2 Lexical Chunks and Language Fluency  27-28
  2．3 The Lexical Approach  28-32
    2．3．1 Main Ideas of the Approach  28-30
    2．3．2 Main Principles of the Approach  30-32
  2．4 How to Teach Lexical Chunks — Conducting Consciousness-raising Activities  32-36
    2．4．1 Definition of Consciousness-raising  32-34
    2．4．2 Categorization of Consciousness-raising Activities  34-36
  2．5 Summary  36-37
Chapter Three Analyses of Exercises from Authorized Textbooks  37-62
  3．1 Aims of the Analyses  37
  3．2 Methods and Materials  37-39
  3．3 What Kinds of Knowledge Are Needed to Do the Exercises  39-54
    3．3．1 How to Categorize  39-42
    3．3．2 Results of the Categorization  42-46
    3．3．3 Evaluation of the Results  46-54
  3．4 In What Ways Are Lexical Elements Treated in Activities  54-60
    3．4．1 How to Categorize  54-57
    3．4．2 Results of the Categorization  57-59
    3．4．3 Evaluation of the Results  59-60
  3．5 Conclusion of the Analyses  60-62
Chapter Four Proposing Activities for Exercises Design  62-74
  4．1 Text-based Activities — Creating a Learner's Concordance  62-66
    4．1．1 Sample Activities — A Learners' Concordance of "Earthquake" and "Way"  63-64
    4．1．2 Learners' Possible Findings  64-66
  4．2 Cross-language Exploration — Comparing Chinese Collocations with English Ones  66-70
    4．2．1 Sample Activities: Collocations of "Drink"  68-69
    4．2．2 Sample Activity: "Make" or "Do"  69-70
  4．3 Exploiting Dictionaries  70-74
Chapter Five Conclusion  74-78
  5．1 Major Findings  74-75
  5．2 Limitations and Further Research Prophet  75-78
Bibliography  78-83
Appendix Ⅰ Earthquakes  83-84
Appendix Ⅱ Future Travel: Teleportation  84

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