中国大学生限时写作中词块使用的研究

发布时间：2018-10-13 08:19

【摘要】：近年来,词块的研究受到语言学家的广泛关注。作为语言构建的重要组成部分,词块的使用直接影响中国英语二语习得者的写作能力。四次词块在结构和功能上更具短语化,因此成为词块研究的主要对象。另一方面,中国学生的写作水平一直是他们的软肋。英语四级考试和六级考试是目前国内大学比较重视的考试,四六级成绩也是很多招聘公司衡量学生英语水平的标准。目前关于中国英语二语习得者词块的研究都比较侧重研究学术写作能力,对英语四六级作文中词块的研究相对较少。此外,中国学者马广惠曾说,限时写作更能直接反映学生使用词块的能力。因此,探究四六级限时写作中四词词块的使用情况很有研究意义。语料库语言学是当代语言学中发展最快的研究领域之一。随着语料库语言学的发展,研究写作,尤其是研究词块写作的新途径和新研究也层出不穷。因此本篇研究采用语料库的研究方法,研究主要调查四词词块在中国二语学习者限时写作中的基本情况。基于前人的研究,本文主要分析中国二语学习者使用词块的全面的概况。研究发现,一、中国学生比母语为英语的学生使用更多的词块,尤其是与主题相关的实词词块,甚至存在滥用的现象;中国二语学习者更倾向于使用动词词块,而非名词词块;此外,在议论文写作中,英语母语学习者和二语学习者在词块的功能和结构上差距很大,例如与主动词块相对比,中国学生很少使用被动词块。二、中国二语学习者在议论文和说明文的写作中,四词词块在功能和结构上差距不大。尽管中国学生倾向于在议论文中使用更多功能的词块,但是与英语母语学习者相比,比例依然少之又少。第三、在中国学生英文写作中,动词词块的使用与英语写作水平正相关,但是名词词块却没有相关性。基于中国英语二语学习者词块使用情况研究的结果,为提高中国二语学习者写作水平,本篇论文主要对中国本科学生的英语写作教师提出以下几点建议:一、教师应该着重强调词块教学,尤其是名词词块和动词词块的教授。二、教师应该注重议论文和说明文中词块功能和结构的区别,相关词块功能的知识应该传授给学生。三、教师应该更加努力地去提高学生使用动词词块的正确使用及提高名词词块的数量。
[Abstract]:In recent years, the study of lexical chunks has received extensive attention from linguists. As an important part of language construction, the use of lexical chunks directly affects the writing ability of Chinese EFL learners. The four times lexical chunks are more phrasal in structure and function, so they become the main object of lexical chunks. On the other hand, the writing level of Chinese students has always been their weakness. CET-4 and CET-6 are the most important tests in China, and CET-4 and CET-6 are also the criteria for many recruitment companies to measure students' English proficiency. At present, the researches on lexical chunks of Chinese second language learners are more focused on academic writing ability, but less on lexical chunks in CET-4 and CET-6 compositions. In addition, Ma Guanghui, a Chinese scholar, said that time-limited writing can directly reflect students' ability to use lexical chunks. Therefore, it is of great significance to explore the use of four-word chunks in 4-6 time-limited writing. Corpus linguistics is one of the fastest growing research fields in contemporary linguistics. With the development of corpus linguistics, new approaches and studies on writing, especially lexical chunks, are emerging. Therefore, the present study uses a corpus approach to investigate the basic situation of four-word chunks in the time-limited writing of Chinese second language learners. Based on previous studies, this paper focuses on a comprehensive survey of lexical chunks used by L2 learners in China. First, Chinese students use more lexical chunks than native English students, especially the notional chunks related to subjects, and Chinese L2 learners tend to use verb chunks rather than noun chunks; In addition, in argumentative writing, native English learners and second language learners have great differences in the function and structure of lexical chunks. For example, compared with the main verb chunks, Chinese students seldom use the lexical chunks. Second, in the writing of argumentation and narrative, Chinese L2 learners do not have much difference in function and structure of four-word lexical chunks. Although Chinese students tend to use more functional lexical chunks in argumentation, the proportion is still very small compared with native English learners. Thirdly, in Chinese students' English writing, the use of verb chunks is positively related to their English writing level, but noun chunks have no correlation. Based on the results of the study on the use of lexical chunks by Chinese EFL learners, in order to improve the writing level of L2 learners in China, this thesis proposes the following suggestions for English writing teachers of Chinese undergraduate students: 1. Teachers should emphasize the teaching of lexical chunks, especially the teaching of noun chunks and verb chunks. Second, teachers should pay attention to the difference between the function and structure of lexical chunks in argumentation and narrative text, and the knowledge about the functions of lexical chunks should be passed on to students. Third, teachers should make more efforts to improve the correct use of verb chunks and the number of noun chunks.
【学位授予单位】：华北电力大学(北京)
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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