因語言先天論的廣泛推崇及行為主義觀點在語言界受到的質(zhì)疑,在過去的幾十年里,“頻次”在語言習(xí)得研究中得到的重視程度不高。然而,隨著計算機科學(xué)的發(fā)展及語料庫語言學(xué)的興起,“頻次”再次引起了語言學(xué)家們的重視。眾多研究結(jié)果表明,語言頻次對于語言習(xí)得有關(guān)鍵性作用。除此之外,在交際為目的的語言學(xué)習(xí)中,學(xué)習(xí)體驗促進語言的建構(gòu)過程,而在語言知識建構(gòu)中,“頻次”又起著重要的作用。對于本文研究對象來說,要想達到熟練流暢的英語表達能力,主要的困難是欠缺真實的英語輸入和目標語語境,而在人們?nèi)粘＝涣髦性~塊占很大比重。因此,詞塊習(xí)得對發(fā)展英語能力具有重要意義,能夠幫助學(xué)習(xí)者用更地道的語言表達自己。本研究旨在探索高一英語學(xué)習(xí)者在語言學(xué)習(xí)中,“頻次”與“詞塊習(xí)得”之間的關(guān)系。經(jīng)過實驗,研究者試圖解釋以下研究問題:(1)高一年級學(xué)生和高中英語教師對于英語課堂中的“頻次效應(yīng)”和“詞塊習(xí)得”持以何種觀點?(2)在高一英語教學(xué)中,什么樣的基于“頻次”的詞塊教學(xué)模式是可操作的?(3)“頻次”是如何影響讀后寫作任務(wù)中的“詞塊習(xí)得”的?實驗工具包含四種,即學(xué)生問卷、教師問卷、讀后寫作任務(wù)和有聲思維實驗。首先,學(xué)生問卷和教師問卷用于...

【文章頁數(shù)】：81 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Aims and Significance of the Study
    1.3 Research Questions
    1.4 Layout of the Present Study
Chapter Two Literature Review
    2.1 Definition and Classification of Lexical Chunks and Frequency
        2.1.1 Definition and Classification of Lexical Chunks
        2.1.2 Definition of Frequency
    2.2 Related Theories about Frequency and Chunk
    2.3 Research on Frequency and Chunk Acquisition
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Reading and Writing Materials
        3.3.3 Target Chunks
            3.3.3.1 Choosing Frequency Type
            3.3.3.2 Selecting Target Chunks
        3.3.4 Reading-to-write Tasks
            3.3.4.1 An Example of Reading-to-write Task Organization
            3.3.4.2 The Design of Reading-to-write Tasks
        3.3.5 Think-aloud Experiment
    3.4 Research Procedure
    3.5 Data Collection
Chapter Four Results and Discussion
    4.1 Results and Discussion of Students’ Questionnaire Investigation
    4.2 Results and Discussion of Teachers’ Questionnaire Investigation
    4.3 Results and Discussion of the Use of Chunks
        4.3.1 Comparison of Chunk Quantity
        4.3.2 Comparison of Chunk Quality
        4.3.3 Comparison of Subjects’ Performance in Chunk Use
            4.3.3.1 Round One (letter of application)
            4.3.3.2 Round Two (argumentation)
            4.3.3.3 Round Three (introduction of events)
            4.3.3.4 Round Four (speeches)
            4.3.3.5 Round Five (letter of suggestions)
    4.4 Results and Discussion of Think-aloud Experiment
        4.4.1 High-chunk-achievers
        4.4.2 Low-chunk-achievers
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Suggestions for Future Study
References
Appendices
    Appendix Ⅰ Questionnaire for Students
    Appendix Ⅱ Questionnaire for Teachers
    Appendix Ⅲ Brief Introduction of Conducing the Teaching Procedure
    Appendix Ⅳ Sample of a Task-pretest
    Appendix Ⅴ Sample of Writing Tasks as “Type Frequency”
    Appendix Ⅵ NMET Scoring Rubrics (the Scoring Criteria in the Research)
    Appendix Ⅶ Sample of Data from Experiment (Partial Sample)
    Appendix Ⅷ Quantity of Chunk Acquisition between EC and CC
Publication
Acknowledgements



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