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全国大学生英语演讲比赛决赛选手的定题及即兴演讲文本中的语块使用类型

词块是指语言中以高频率出现的大十单词的语言现象，并目通常被人们将其当作一个整体来记忆，同时作为预制的模块储存在大脑中，这样就有利十说话者可以随时提取使用。过去词块一直被认为是语言中的边缘现象，除了少量固定词组外，并没有引起语言教学的足够重视。

1 Introduction
1.1 Research background of the study
In recent years, many scholars and language teachers have conducted researches (Wray 1999; Fillmore 1976; Nattinger&DeCarrico 2000; Pawley&Syder 1983; Lewis 1993; Willis 2000; Skehan 1999; Peters 2002) on lexical chunk and its role in language acquisition. It is a kind of pre-made chunk including a string of words stored in memory and retrieved as a whole in use. They find that a large number of written and spoken expressions in native speakers' language comprise lexical chunks which can help them achieve "native-like selection" and "native-like fluency" (Pawley&Syder 1983). They also claimed that learners usually deduce grammatical rules from lexical chunks (Fillmore 1976; Peters 2002).
The reason why lexical chunks have received so wide attention is that the traditional grammar-based approach and communicative approach both have disadvantages in teaching practice. Grammar has been regarded as the generative rules and plays an important role in language learning for a long time. It is also regarded as the frame of a language. It is the center of a language and it is generative. While, lexical items are treated as isolated units just like individual bricks for buildings, and these lexical items have rather fixed meanings and have no generative power (Shen, 1999). That is to say, according to the traditional view, grammar has the power of generation and is the basis for sentence construction. However, under the grammar-based approach, learners who are capable of applying grammatical rules into accurate use of language sometimes make mistakes in register or are unable to speak fluently. Therefore, teachers begin to aware that it is crucial for them to lay emphasis on the appropriate use of language. This gives rise to the application of the communicative approach to language teaching. However, this approach is too centralized on language performance which results in inaccurate use of language.
The goal of English teaching is not just to teach students some rules of language. More importantly, it is to help them use language appropriately. Right words or phrases should  be  chosen  in  appropriate  contexts  to  achieve  the  "proficiency"  and "appropriateness" of language. Therefore, there are more and more studies on the role of lexical chunks in FLA (Foreign Language Acquisition) in recent years. More and more researchers have recognized the importance of lexical chunk. What's more, they have noticed that most of what people produce in spoken and written language are not isolated items, but formulaic combinations, which are pre-stored in mind and can be retrieved as a holistic unit in use and perform a certain discourse function.

References
[1]Alexander, R.J. Fixed expressions in English: Reference books and the teacher. Journal, 1984,38(2).
[2]Altenberg, B&Granger, S. The Grammatical and Lexical Patterning of "Make”in Native and Non-native Student Writing [J].Applied Linguistics, 2001，22(2).
[3]Becker,  J.  The  phrasal  lexicon[A].  In  R.Shank  and  B.L.  Nash-Webber.eds. Theoretical Issues in Natural Language Processing [C]. Cambridge:Bolt, Beranek and Newman, 1975.
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