預(yù)制語(yǔ)塊的探討一直是語(yǔ)言研究者和教育者關(guān)注的重點(diǎn),原因是人們的自然話語(yǔ)中90%都是由固定或半固定的預(yù)制語(yǔ)塊構(gòu)成的（Altenberg,1998）,而這些兼具功能和形式特征的語(yǔ)言結(jié)構(gòu),可以作為整體供語(yǔ)言學(xué)習(xí)者提取、使用。許多學(xué)者認(rèn)為語(yǔ)言學(xué)習(xí)者對(duì)預(yù)制語(yǔ)塊進(jìn)行恰當(dāng)?shù)卮鎯?chǔ)與運(yùn)用,將有助于減輕其在寫(xiě)作時(shí)語(yǔ)言處理的負(fù)擔(dān),提高語(yǔ)言輸出的流利性及語(yǔ)言表達(dá)的地道性,同時(shí)增強(qiáng)語(yǔ)篇組織能力（Wray,2002；王立非、張大鳳,2006）。然而現(xiàn)有文獻(xiàn)表明,有關(guān)預(yù)制語(yǔ)塊的研究多是探討語(yǔ)言學(xué)習(xí)者對(duì)預(yù)制語(yǔ)塊的運(yùn)用能力與寫(xiě)作或英語(yǔ)整體水平的關(guān)系,很少涉及語(yǔ)言學(xué)習(xí)者對(duì)預(yù)制語(yǔ)塊的識(shí)別能力,探究語(yǔ)言學(xué)習(xí)者對(duì)預(yù)制語(yǔ)塊的識(shí)別能力與其寫(xiě)作水平的研究就更少了。鑒于此,本文以中國(guó)非英語(yǔ)專業(yè)學(xué)生為研究對(duì)象,以預(yù)制語(yǔ)塊識(shí)別能力與英語(yǔ)寫(xiě)作水平為研究?jī)?nèi)容,旨在為英語(yǔ)教師提供客觀、完善的指導(dǎo)以幫助學(xué)生有效地提高英語(yǔ)寫(xiě)作水平。本研究旨在探討以下問(wèn)題：1.非英語(yǔ)專業(yè)學(xué)生預(yù)制語(yǔ)塊識(shí)別能力的總體情況如何?（1）英語(yǔ)寫(xiě)作成績(jī)優(yōu)者其預(yù)制語(yǔ)塊識(shí)別能力的總體情況如何?四種不同類型的預(yù)制語(yǔ)塊中,其最易識(shí)別的預(yù)制語(yǔ)塊類型是什么,最不易識(shí)別的預(yù)制語(yǔ)塊類型又是什么... 

【文章來(lái)源】：揚(yáng)州大學(xué)江蘇省

【文章頁(yè)數(shù)】：70 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the study
    1.2 Need for the study
    1.3 Significance of the study
    1.4 Outline of the thesis
Chapter Two Literature Review
    2.1 Discussion of key terms in this study
        2.1.1 Definitions of prefabricated chunks
        2.1.2 Classifications of prefabricated chunks
            2.1.2.1 Becker's classifications
            2.1.2.2 Lewis's classifications
            2.1.2.3 Nattinger & Decarrico's classifications
        2.1.3 Functions of prefabricated chunks
            2.1.3.1 Improvement of language fluency
            2.1.3.2 Improvement of language accuracy
            2.1.3.3 Improvement of language appropriateness
    2.2 Theoretical foundations for this study
        2.2.1 Cognitive theory
        2.2.2 Information-processing theory
        2.2.3 Chunking theory
    2.3 Previous studies on prefabricated chunks at home and abroad
        2.3.1 Previous studies on prefabricated chunks abroad
        2.3.2 Previous studies on prefabricated chunks at home
Chapter Three Methodology
    3.1 Research questions
    3.2 Research design
        3.2.1 Writing test
            3.2.1.1 Subjects
            3.2.1.2 Instrument
            3.2.1.3 Procedure
            3.2.1.4 Data collection and data analysis
        3.2.2 Identification test
            3.2.2.1 Subjects
            3.2.2.2 Instrument
            3.2.2.3 Procedure
            3.2.2.4 Data collection and data analysis
Chapter Four Results and Discussions
    4.1 General pictures of non-English majors' ICPC
        4.1.1 General pictures of non-English majors' ICPC
        4.1.2 General pictures of good English writing performers' ICPC
        4.1.3 General pictures of poor English writing performers' ICPC
    4.2 Correlation analysis between non-English majors' ICPC and their English writing performance
        4.2.1 Correlation between non-English majors' ICPC and their English writing performance
        4.2.2 Correlation between good English writing performers' ICPC and their English writing performance
        4.2.3 Correlation between poor English writing performers' ICPC and their English writing performance
Chapter Five Conculsion
    5.1 Major findings of the present study
    5.2 Some pedagogical implications
        5.2.1 Cultivation of the consciousness of prefabricated chunks
        5.2.2 Accumulation of prefabricated chunks
        5.2.3 Application of prefabricated chunks
    5.3 Suggestions and limitations for further studies
References
Appendixes Ⅰ
Appendixes Ⅱ
Appendixes Ⅲ
Appendixes Ⅳ


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期刊論文
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碩士論文
[1]基于語(yǔ)料庫(kù)的中國(guó)非英語(yǔ)專業(yè)學(xué)生詞塊能力與寫(xiě)作水平的相關(guān)性研究[D]. 李影.安徽大學(xué) 2014
[2]基于語(yǔ)料庫(kù)對(duì)大學(xué)英語(yǔ)四六級(jí)作文中預(yù)制語(yǔ)塊的使用研究[D]. 崔潔.安徽大學(xué) 2014
[3]詞塊運(yùn)用與大學(xué)英語(yǔ)寫(xiě)作水平相關(guān)性研究[D]. 金釗.北京林業(yè)大學(xué) 2013
[4]詞塊能力與二語(yǔ)口語(yǔ)水平的相關(guān)性研究[D]. 王瑞.中南大學(xué) 2011



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