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1、詞塊教學對非英語專業(yè)大學生英語寫作質(zhì)量的影響----英語語言學論文-->CHAPTERONEINTRODUCTION1.1BackgroundoftheStudyVocabularyacquisitionisvitaltosecondorforeignlanguagelearningasitlaysthebasisforfourskillsnamedlistening,speaking,readingandonlybelievedthatasfarasstudentscangraspcertai
2、namountofvocabulary,theskillsmentionedabovemightbeattained.HoChineseorEnglishtothetargetlanguagetogethermechanicallytoformasentence.Thus,thesentencesarenon-idiomaticandnon-nativelike.orizedareeasytobeforgotten.Eventhoughtheyhavegoodmemoriesandgoodman
3、dofgrammar,theirexpressionsalmarandlargeamountsofachievingsatisfaction.Theconcept“l(fā)exicalchunk”oreandmorelinguists.Onestudyshounicationisashighas70%inacorpusresearch(Altenberg,1998).Itmeansthatnativespeakersuselexicalchunkslike“Hoenosee”asunanalyzeda
4、kingtheisolatedfragmentsintosentenceseachtimetheytalk.AsBecker(1975)stated,selves,theyextractthecorrespondingchunksfromtheirmemories,andthenprocessthem.Theselexicalchunksarepervasivenotonlyinadultlanguage,butalsoinchildrenslanguageataveryearlystage.P
5、eter(1983)claimedthatlexicalchunksplayaveryimportantroleinfirstlanguageacquisitionandsecondlanguageacquisition.......1.2AimsandSignificanceoftheStudyBasedonthepreviousstudies,thecurrentstudyintendstoconductanempiricalstudyontheeffectoflexicalapproach
6、onnon-Englishmajorstudentsp;DeCarrico(1992)sclassificationoflexicalchunksandlexicalapproachadvocatedbyLeethodstofindoutajorstudentsassubjects,whichfurtherprovesthatlexicalapproachisaneffectiveteachingapproachparedwiththetraditionalapproach.Ita-->lsoe
7、laboratesthedetailedlexicalteachingproceduresulatethechunksontheiroatically.Secondly,thestudybenefitslanguageteachersasethodisdemonstratedclearlyinthepresentstudy.Meantoclasssoastoimprovetheteachingeffects......CHAPTERTofgrammar/vocabularydichotomy.L
8、earningalanguagemeanslearninggrammarandvocabularyseparately.Aslongaspeoplehavemasteredallthelinguisticrulesandberofphrasesinlanguagesandmeanings,plyfromeachindividualedthat“l(fā)anguageconsistsofgrammaticalizedlexis,notlexicalizedgrammar.”“Languageconsis
