英语论文网

;    3.2.1 A description of SWECCL........ 31-32
        3.2.2 A description of TEM-4 oral test ........32-33
        3.2.3 A description of Task 2 in TEM-4 oral test ........33
    3.3 Data analysis........ 33-35
Chapter 4 Results and Discussion........ 35-47
    4.1 General description........ 35
    4.2 Frequency of formulaic sequences across two groups ........35-39
    4.3 Distribution of formulaic sequences........39-43
    4.4 The relationship between the use of formulaic........ 43-47
Chapter 5 Conclusion........ 47-53
    5.1 Major findings........47-48
    5.2 Pedagogical implications ........48-51
    5.3 Limitations of present study........51
5.4 Suggestions for future study........51-53

Conclusion

There are some limitations in present study:
(1) The sample is relatively small. Only ten testees’ spoken data are chosen to studyin the experiment. Therefore, compared with the experiment with a larger sample, theresult can be less generalized,
(2) Spoken data are derived from a testing environment. It is known thatresearchers need the most authentic environment; however, there is no most authenticone but more authentic one. As for the experiment, it seems that testing environmentwill exert certain negative influence on testees who might become nervous, as a result,their speaking performance might be affected. A more authentic environment, however,will make L2 speakers relax and thus they might tap their ability to the full.
(3) The task involved in the experiment is only Task 2. As a matter of fact，thereare three tasks in TEM4 oral test and testees' ranks are obtained through their overallperformance in these three tasks. Therefore, all these tasks should be involved in theexperiment for the most accurate analysis of L2 learners' speaking proficiency, ifpossible.
(4) Participants in the experiment (Chinese English majors in Grade 2) are a singledimension of CEL. Actually, CEL consist of many types, such as English majors,non-English majors, English learners in middle school, etc. Therefore, the experimentcan only reveal one dimension of CEL in employing formulaic sequences rather than thewhole picture. If different types of CEL are involved, generalizability of the experimentwill be greater.
To sum up, the thesis is limited in sample size, environment authenticity, variety oftasks and participants, which needs to be improved in future study,

Bibliography
1Becker, J. (1975). The phrasal lexicon. In R. Schank  & B. L. Nash-Webber (eds.)Theoretical issues in natural language processing. Cambridge, MA: Bolt, Beranekand Newman.
2Boers, F.，J. Eyckmans., J. Kappel., H. Stengers. & M. Demecheleer. (2006). Formulaicsequences and perceived oral proficiency: putting a Lexical Approach to the test,Language Teaching Research 10 (3): 245-247.
3Bouton, L. F. (1994). Review of lexical phrases and language teaching, World Englishes13:97-101.
4Brown, R. (\913) A first language. London: Allen & Unwin.
5Burt, H.，M. Dulay & S. Krashen. (1982). Language Two. New York: Oxford U本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。