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The Use of Lexical Bundles by Chinese EFL English-major Undergraduates at Different University Levels: A Corpus-based Study of L2 Learners' Examination Essays.

机译:不同层次的中国EFL英语专业本科生对词汇束的使用:基于语料库的L2学习者考试论文研究。

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摘要

Linguists have been interested in the study of word combinations for more than six decades. The present study has investigated one type of word combination, lexical bundles, which are defined as a sequence of three or more words that co-occur frequently in a particular register (Biber et al., 1999). In order to contribute to some unsolved issues relating to the study of lexical bundles in the literature, the present study has attempted to realize three major research objectives. The first objective is to compare the usage of lexical bundles between the native academic writing and the L2 student writing, trying to provide new evidence to describe the gap between these two different writing genres from a phraseological perspective. The second objective is to try to track down any progress that Chinese EFL English-major university students may have made in the frequency and accuracy use of lexical bundles in writing after two-more-years' intensive learning of English as a L2 at college. The third objective is to analyze the nature of errors that L2 learners have made in their attempts to use lexical bundles at the sentence level, and further explore the impact that longer time of L2 learning may have on learners' frequency of committing different types of errors in writing.;Two groups of 3-, 4-, 5-, and 6-word lexical bundles have been investigated in the present study, with each containing 200 distinct lexical bundles. Whereas the first group of lexical bundles (called target bundles) was directly selected from the written Academic Formulas List created by Simpson and Ellis (2010), the second group (called overlapping bundles) was identified from two learner corpora on the basis of a frequency-driven approach. The two learner corpora were made up of written essays collected from the examination papers of two tests (TEM4 vs TEM8) between the year of 2004 and 2006, taken by Chinese EFL English-major students at two different university levels (grade 2 vs grade 4).;The findings of this study reveal that L2 students are still far from mastering those lexical bundles commonly used by native academic writers and have clung on a different group of lexical bundles with an unthinkably high frequency. This study also presents the results of the comparison of students' frequency and accuracy use of bundles across levels and their frequency of making different types of errors across levels. At last, some pedagogical implications of the findings of the present research and suggestions for the future study are introduced and discussed.
机译:语言学家对单词组合的研究已经超过六十年了。本研究研究了一种词组合,即词法束,它被定义为在特定寄存器中经常同时出现的三个或更多词的序列(Biber等,1999)。为了有助于解决与文献中的词汇束研究有关的一些未解决的问题,本研究试图实现三个主要的研究目标。第一个目标是比较母语学术写作和第二语言学生写作之间的词汇束用法,以期提供新的证据从短语学角度描述这两种不同写作体裁之间的差距。第二个目标是试图追踪在学习了两年多的英语作为大学二年级后,中国EFL英语专业的大学生在词汇束的使用频率和准确性方面可能取得的任何进展。第三个目标是分析第二语言学习者尝试在句子级别使用词汇束时所犯错误的性质,并进一步探讨第二语言学习时间过长可能会对学习者犯下不同类型错误的频率产生影响在本研究中已经研究了两组3、4、5和6词词汇束,每组包含200个不同的词汇束。第一组词汇束(称为目标束)是直接从Simpson和Ellis(2010)创建的书面学术公式列表中选择的,而第二组词汇束(称为重叠束)是根据频率从两个学习者语料库中识别出来的驱动的方法。这两个学习者的语料库是从2004年至2006年两次考试(TEM4 vs TEM8)的试卷中收集的书面论文构成的,这些论文是由中国EFL英语专业的学生在两个不同的大学水平(2年级对4年级)进行的).;这项研究的结果表明,二语学生距离掌握本地学术作家常用的词汇束还很遥远,并且以不可思议的高频率紧紧抓住另一组词汇束。这项研究还提供了比较学生在各个级别上使用捆的频率和准确性以及他们在各个级别上犯不同类型错误的频率的结果。最后,介绍并讨论了本研究结果的一些教学意义以及对未来研究的建议。

著录项

  • 作者

    Du, Juanjuan.;

  • 作者单位

    The Chinese University of Hong Kong (Hong Kong).;

  • 授予单位 The Chinese University of Hong Kong (Hong Kong).;
  • 学科 Language Linguistics.;Education Higher.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 295 p.
  • 总页数 295
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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