【摘要】：近年來(lái),詞塊的研究受到語(yǔ)言學(xué)家的廣泛關(guān)注。作為語(yǔ)言構(gòu)建的重要組成部分,詞塊的使用直接影響中國(guó)英語(yǔ)二語(yǔ)習(xí)得者的寫(xiě)作能力。四次詞塊在結(jié)構(gòu)和功能上更具短語(yǔ)化,因此成為詞塊研究的主要對(duì)象。另一方面,中國(guó)學(xué)生的寫(xiě)作水平一直是他們的軟肋。英語(yǔ)四級(jí)考試和六級(jí)考試是目前國(guó)內(nèi)大學(xué)比較重視的考試,四六級(jí)成績(jī)也是很多招聘公司衡量學(xué)生英語(yǔ)水平的標(biāo)準(zhǔn)。目前關(guān)于中國(guó)英語(yǔ)二語(yǔ)習(xí)得者詞塊的研究都比較側(cè)重研究學(xué)術(shù)寫(xiě)作能力,對(duì)英語(yǔ)四六級(jí)作文中詞塊的研究相對(duì)較少。此外,中國(guó)學(xué)者馬廣惠曾說(shuō),限時(shí)寫(xiě)作更能直接反映學(xué)生使用詞塊的能力。因此,探究四六級(jí)限時(shí)寫(xiě)作中四詞詞塊的使用情況很有研究意義。語(yǔ)料庫(kù)語(yǔ)言學(xué)是當(dāng)代語(yǔ)言學(xué)中發(fā)展最快的研究領(lǐng)域之一。隨著語(yǔ)料庫(kù)語(yǔ)言學(xué)的發(fā)展,研究寫(xiě)作,尤其是研究詞塊寫(xiě)作的新途徑和新研究也層出不窮。因此本篇研究采用語(yǔ)料庫(kù)的研究方法,研究主要調(diào)查四詞詞塊在中國(guó)二語(yǔ)學(xué)習(xí)者限時(shí)寫(xiě)作中的基本情況�；谇叭说难芯�,本文主要分析中國(guó)二語(yǔ)學(xué)習(xí)者使用詞塊的全面的概況。研究發(fā)現(xiàn),一、中國(guó)學(xué)生比母語(yǔ)為英語(yǔ)的學(xué)生使用更多的詞塊,尤其是與主題相關(guān)的實(shí)詞詞塊,甚至存在濫用的現(xiàn)象;中國(guó)二語(yǔ)學(xué)習(xí)者更傾向于使用動(dòng)詞詞塊,而非名詞詞塊;此外,在議論文寫(xiě)作中,英語(yǔ)母語(yǔ)學(xué)習(xí)者和二語(yǔ)學(xué)習(xí)者在詞塊的功能和結(jié)構(gòu)上差距很大,例如與主動(dòng)詞塊相對(duì)比,中國(guó)學(xué)生很少使用被動(dòng)詞塊。二、中國(guó)二語(yǔ)學(xué)習(xí)者在議論文和說(shuō)明文的寫(xiě)作中,四詞詞塊在功能和結(jié)構(gòu)上差距不大。盡管中國(guó)學(xué)生傾向于在議論文中使用更多功能的詞塊,但是與英語(yǔ)母語(yǔ)學(xué)習(xí)者相比,比例依然少之又少。第三、在中國(guó)學(xué)生英文寫(xiě)作中,動(dòng)詞詞塊的使用與英語(yǔ)寫(xiě)作水平正相關(guān),但是名詞詞塊卻沒(méi)有相關(guān)性�；谥袊�(guó)英語(yǔ)二語(yǔ)學(xué)習(xí)者詞塊使用情況研究的結(jié)果,為提高中國(guó)二語(yǔ)學(xué)習(xí)者寫(xiě)作水平,本篇論文主要對(duì)中國(guó)本科學(xué)生的英語(yǔ)寫(xiě)作教師提出以下幾點(diǎn)建議:一、教師應(yīng)該著重強(qiáng)調(diào)詞塊教學(xué),尤其是名詞詞塊和動(dòng)詞詞塊的教授。二、教師應(yīng)該注重議論文和說(shuō)明文中詞塊功能和結(jié)構(gòu)的區(qū)別,相關(guān)詞塊功能的知識(shí)應(yīng)該傳授給學(xué)生。三、教師應(yīng)該更加努力地去提高學(xué)生使用動(dòng)詞詞塊的正確使用及提高名詞詞塊的數(shù)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.
【學(xué)位授予單位】：華北電力大學(xué)(北京)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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