詞匯法對(duì)中國(guó)學(xué)生英語寫作發(fā)展的影響.pdf

1、糾武高校教師申請(qǐng)碩士學(xué)位論文(2008屆)詞匯法對(duì)中國(guó)學(xué)生英語寫作發(fā)展的影響HowtheLexicalApproachAffectsChineseEFLLearners’WritingDevelopment研究生姓名———墊—盤一一指導(dǎo)教』ilJ姓名——圭一明——專業(yè)名稱——圭亟壹堇主jL一研究方目重』—亟蘭芏一論文提交日期——2螂主』』LAbstractToChineseEFLlearners，theaimoflanguageteac

2、hingistodeveloptheircomprehensivelanguageabilities—theabilitiesoflistening，speaking，reading，writingandinterpretingTherefore，learningtowriteisanindispensablepartoflanguagelearning。Althoughmuchefforthasbeenmadeinthisaspect

3、onthepartofbothteachersandlearners，theirwritingabilityisstillfarfromsatisfactoryAftercommittingagreatnumberofwordsandgrammaticalrulestomemoryandlearninghowtoconstructEnglishcompositions，learnersstillcannotwriteagoodcompo

4、sitionTheycannotuseproperwordsorphrasesincertaincontextappropriatelyWhythereSOmanyproblemsinEFLlearners’EnglishwritingOneofthemostimportantreasonsisthatthereisnosuitableteachingapproachJustasWiddowson(1989：131)indicates‘

5、‘ThestructuralapproachaccountsforoneaspectofcompetencebyconcentratingonanalysisbutdoesSOattheexpenseofaccess，whereasthecommunicativeapproachconcentratesonaccesstotherelativeneglectofanalysis”Witlllexicalchunksasthecorean

6、dbasedoncognitivepsychologythelexicalapproachisakindofcompromisebetweenstructuralapproachandcommunicativeapproachItinvolvesacompletelydifferentconceptofforeignlanguageteachingandlearning，andattachesgreatsignificanceto”ch

7、unk”butnotvocabularylanguagesensebutnotgrammarBydefinition，alexicalchunkisasynthesis，whichcombines”form”and”function”LexicalchunksarethereadymadememorizedcombinationsinthelanguageOncetheyareacquiredandstoredinthehumanbra

8、in，theyareeasilyretrievableandaccessibleBesides，theyarecontextboundandoccurquitefrequently，whichmakesthemhighlymemorableforstudentsInthisthesis，astudyisundertakentofindoutwhetherthelexicalapproachhasapositiveeffectonChin

9、eseEFLlearners’writingdevelopmentTworandomlyselectedintactclassesfromNantongUniversity60sophomoresforeachclass，wereinvolvedintheexperiment，withonebeingtheexperimentalgroup(EG)andtheotherthecontrolgroup(CG)Differentteachi