本文是一篇英语论文，本文以语块为研究切入点，阐述二语习得者英语语块的识别标准、英语语块识别机制的基础和内容，并利用英语语块识别机制考察理工类院校本科生英语语块识别整体状况和个体差异。
Chapter One Introduction
1.1 Research Background
Some problems in the field of second language learning have a long history andbecome a difficulty for second language learners in the acquisition process.Forexample,whether the language delivery is fluent or idiomatic plays a vital role insecond language learning.Even when learners are close to the fluency level of theirnative speakers,vocabulary is often used incorrectly.There are currently variousdefinitions of"chunk"in the academic community.The terms"formulaic sequence","prefabricated unit based on holistic memory,"and"chunk"are widely used.Although there is no unified definition of chunk,the theory of chunk is stilldeveloping and innovating to deal with many problems in second languageacquisition.Chunk theory is based on cognitive psychology,and chunk acquisition isconsistent with cognitive psychology.It is believed that acquisition is a process ofinformation processing,namely the processing of input,understanding andapplication.The"input hypothesis"proposed by Krashen(1973)holds that thefundamental way for people to acquire language is to get to know the language input,which is necessary for language learning.Thus,understanding the recognition ofchunks in the process of chunk acquisition is beneficial in facilitating thecomprehension and use of chunks.
This thesis redefines chunks,adopts the operation relation(namely themechanism)of chunk recognition proposed by Wang(2013),and puts forward the specific recognition criteria that are theoretically suitable for the chunkrecognition.On this basis,the status of chunk recognition is investigated.In thisstudy,the undergraduates of three science and engineering universities in Harbinwere selected as the subjects of the investigation.First,the status of the students’chunk recognition was investigated,that is,whether they had basic knowledgerelated to chunks.Second,the differences between the following two aspects are tobe investigated.On one hand,it examines the differences of students’recognitionof different types of chunks;on the other hand,it examines the role of individualdifferences in the recognition process of different chunks.It is expected that theresults of this study will be beneficial to the adjustment of learning strategies ofEnglish chunk learners,so as to strengthen their learning motivation and enhance theeffect of second language learning.
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1.2 Research Objective
英语论文怎么写
Through the reading of previous research,it is found that the research subjectson chunk recognition mainly focus on English majors or non-English majors,andthere are very few research studies on chunk recognition for science and engineeringstudents.Most studies have focused on the impact of English proficiency or readingmaterials on language chunk recognition,but there has been little research on theimpact of the language itself and individual differences.
Previous empirical studies of chunk recognition have mostly focused onfindings,lacking specific recognition criteria and operational relationships astheoretical support.
Therefore,the research subjects of this study were selected from three scienceand engineering universities,and the subject majors were classified as liberal arts andsciences.Based on an overview of chunk recognition in general,this thesisinvestigates the implications of individual differences on different chunks further,with the following key goals:the English chunk recognition criteria for secondlanguage learners;the foundation and content of the English chunk recognitionmechanism;the overall status and individual differences of undergraduates’Englishlanguage chunk recognition in science and engineering universities.
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Chapter Two Literature Review
2.1 Related Studies of Chunk
Since the concept of chunk first appeared,scholars have never stoppeddiscussing its definition and classification.Different research viewpoints andobjectives resulted in various definitions and classifications.
2.1.1 Definition
One thing is clear from the previous discussions:chunks exist in language useand are utilized differently in different contexts.Wray's(2002)experiments aimed atdefining chunks of language began by exploring this difference.She found that theacquisition of chunks of language varied between groups,with native speakers beingnaturally proficient and second language learners having more difficulty.The moreproficient learners were able to draw on their understanding of the language and theirintuition of the language to list a large number of chunks.The diversity of the objectof study,the object of use,and the perspective of definition all contributed to thedifficulty of defining chunks.
2.1.1.1 Perspective of Definition
Wray(2008)proposed that chunks can be defined by eleven criteria:grammatical irregularity,semantic opacity,specialization of the domain,pragmaticfunction,frequency of personal use,accompanying linguistic or non-linguisticmarkers,grammatical or lexical markers,deja vu,inappropriate use andincompatibility with the language level of the speaker.She suggested that one ormore of these 11 criteria can be used to identify chunks.These eleven criteria alsoreflect the characteristics of exploring chunks from different perspectives.Reviewing the previous studies,the perspectives include language ontology,psycholinguistics,corpus linguistics,and language acquisition,etc.Although the perspectives aredifferent,the principles involved are all closely related to the study of chunks.
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2.2 Related Studies of Chunk Recognition Criteria
Chunk recognition is inseparable from chunk definition,and how to recognize achunk in practice is much more complicated than how to define it conceptually.Wang(2013)proposed that chunk recognition or selection is an extension andsupplement to definition.Wray(2002)argued that chunk definition and recognitionare complementary and contradictory.As an organic whole,chunk recognition cannot only make up for the opposition between the two but also make the definitionmore adequate and scientific.Due to the multiple perspectives and dimensions of thedefinition of chunk,many scholars have studied how to effectively andcomprehensively recognize chunk.In general,the research focuses on the followingfive aspects:intuition,cognitive integrity,structural fixation,semantic opacity andoccurrence frequency.
2.2.1 Intuition
Intuition is the ability to determine whether language usage is correct or not,good or poor,typical or exceptional;it is developed in the course of languagepractice.Ambiguity and unanalyzability are characteristics of intuition”(LI,2011:25).As one of the criteria for chunk recognition,intuition has been questioned bymany scholars.Some scholars doubt the judgment made by chunk recognition basedon intuition.However,some other scholars believe that intuition is a potentialobservation method for chunk recognition,and they believe that it is reasonable toperceive intuition as a criterion for chunk recognition from the phonetic coherence ofchunks.Coulmas(1979)pointed out that a linguistic unit should have at least twomorphemes in length and be phonetically coherent in order to become a chunk.He also pointed out that chunks are phonetically more complex than regular language.Peters(1983)and Weinert(1995)also agreed with Coulmas(1979),arguing thatchunks are longer and more phonetically coherent than other forms of speech.Hickey(1993)formulated a set of"priority rules"for chunk recognition,in which thetwo characteristics of"not less than two morpheme lengths"and"phoneticcoherence"is the necessary condition for chunk recognition.Wray(2002)emphasized fluency,stress and clarity in the aspect of"phonetic form,"that is,chunks are more fluent and cannot stop,change stress,or change rhythm at willwhen compared to other language units.
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Chapter Three Research Design...............................24
3.1 Empirical Design and Research Subjects................................24
3.1.1 Questions for Empirical Design..............................24
3.1.2 Characteristics of Research Subjects.........................25
Chapter Four English Chunk Recognition Mechanism.........................29
4.1 The Foundation of English Chunk Recognition Mechanism......................29
4.1.1 Redefinition of English Chunks..................................29
4.1.2 Selection of English Chunk Recognition Criteria................................33
Chapter Five Undergraduates'English Chunk Recognition Status in Scienceand Engineering Universities.........................43
5.1 The Overall Status of English Chunk Recognition.............................43
5.1.1 Overall Status.......................................43
5.1.2 Different Types of English Chunk Recognition Status........................43
Chapter Six Discussion
6.1 Operability of English Chunk Recognition Mechanism
The English chunk recognition mechanism is an effective way to recognizeEnglish chunks.Therefore,from the perspectives of linguistics and psychology,thisthesis tries to apply the mechanism to English chunk recognition.In recent years,themajority of chunk recognition research has been empirical,with little analysis ofchunk selection and a lack of in-depth theoretical discussion of chunk recognition.According to these indicators,combined with the characteristics of the corpus,a newmethod is designed to judge whether a word is a chunk.In this study,the previousmethods of English chunk recognition are resorted and divided into different levels.By discussing each content,the specific recognition criteria are formulated.Experiments show that this method can accurately and effectively recognize thechunks of information contained in English words.In addition to the previous chunkrecognition mechanism,this method is also applied to the study of English chunks.Through the analysis of the empirical results,the effectiveness and practicability ofthis mechanism in English chunk recognition are proven.
英语论文参考
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Conclusion
Chunk acquisition plays an important role in second language acquisition.In theprocess of chunk acquisition,chunk recognition is the first step,which is especiallyimportant for second language learners.The differences shown by learners indifferent language environments also lead to individual differences in chunkrecognition.There are few studies on individual differences in second languagechunk recognition.This thesis investigates the current status of undergraduates’English chunk recognition in science and engineering universities using the Englishchunk recognition mechanism.Meanwhile,the English chunk recognition criteriahad been put forward and the foundation and content of English chunk recognitionmechanism had been excavated.
Main findings of the study
English chunk recognition criteria had been put forward.The English chunkrecognition criteria in this thesis include intuition,form-meaning complexus andoccurrence frequency.Intuition is closely related to language acquisition and can alsohave a direct or indirect impact on learners'speech behaviors.However,given theuncertainty of intuition itself,this factor needs to be considered in conjunction withother recognition criteria.Form-meaning complexus consists of external form andinternal structure.External form refers to the length,phonological form and otherexternal features of the chunk.Internal structure refers to the syntactic irregularityand semantic opacity of the chunk.Occurrence frequency is an important criterionfor the recognition of English chunks,but the low frequency of some chunks or thehigh frequency of some non-chunks do not make it a necessary criterion for chunkrecognition.
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