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ID:19889095
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页数:17页
时间:2018-10-07
《语块理论在英语口语教学中的应用applicationofthelexicalchunkstotheoralen.》由会员上传分享,免费在线阅读,更多相关内容在工程资料-天天文库。
1、语块理论在英语口语教学中的应用ApplicationoftheLexicalChunkstotheOralEnglishTeachingAbstractItiswidelyrecognizedthatlexicalchunksplayanimportantroleinsecondlanguageacquisition.Lexicalchunksaresetoflanguagepartswhichappearinahighfrequencyinnaturallanguage.Lexicalchunksarephrasesorsomesyntacticstructuresont
2、hesentencelevelandarefeaturedbyahighdegreeoffixedstructureandmeaning.Theselexicalchunksarestoredinthehumaninformofthewholeandcanhelptoturnthecomplexsyntacticanalysisintorelativelysimplechunkprocessing,thusfacilitatelanguageprocessinganduseandeasethepressureoflanguageproduction.Asaresult,la
3、nguagelearners’oralEnglishproficiencycanbegreatlyimproved.Thetheoryoflexicalchunksintheteachingemphasisonlanguageinputthatcombinedwiththespecificcontext,notsimpleformoflanguageteaching,butthecomplementarydevelopmentofcommunicativeapproach,isanewwayofspokenEnglishteaching.Soinordertoimprove
4、thestudents’spokenEnglishinfluencyandaccuracy,weshouldmakestudentsplaytheirsubjectiveinitiative,accumulatemorelexicalchunks,usethelanguagefrequentlyinoralEnglishteaching.Keywords:lexicalchunk,oralEnglishproficiency,oralEnglishteaching摘要近年来,语块在二语习得中所发挥的作用得到了广泛的认可。语块是在自然话语屮高频率出现的,由短语或荞其他句法单位
5、构成的大于单词,且语义和形式都较为固定的语言片段,语块以整体的形式预存在人的大脑中。它集中了语法、语义和语境的优势,便利了话语的组织及应用过程,减轻了语言使用者的现时语言处理负担。语块的习得对于英语学习者口语输出的流利度、准确度均有推动作用。语块理论在教学上强调语言的输入与具体语境的结合,不是单纯的语言形式教学,而是对交际法的补充发展,是英语口语课堂教学的一条新途径。因此,在U语课堂教学中要让学生发挥其主观能动性,多积累,多使用语块,增进其U语表达的地道性、流利性及准确性,以提高其英语门语水平。关键词:语块,U语能力,U语教学ContentsAbstractI摘要II1In
6、troduction11.1Backgroundofthestudy11.2Significanceofthestudy22LiteratureReview32.1Introductiontolexicalchunk31.1.1Definitionoflexicalchunk31.1.1Classificationoflexicalchunk41.1.2Functionsoflexicalchunk62.2AnoverviewoforalEnglishskills82.GeneralelementsoforalEnglishskills83.Generalfeatureso
7、foralEnglishskills94.ResearchonoralEnglishskills102LexicalApproachandOralEnglishTeaching112.1Introductiontolexicalapproach112.2TheroleoflexicalapproachinoralEnglishteaching133Conclusion153.1Majorfindings153.2Suggestionsforfutureresearch16Bibliography17Acknowle
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