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In the English classroom teaching, an individual word has beenconsidered as a basic lexical unit, because individual words are convenientto identify, teach, and process. There is mounting evidence that SL learnersseem to employ processing advantages of formulaic sequences overnon-formulaic sequences in terms of writing. The function of formulaicsequences in oral and written English has been known to be most influentialinformation processing strategy. Formulaic sequences are easier to bespotted out and produced afterwards compared to the efficiency of rotelearning. Language users do not always process language word by word, butstore lexis as a whole memory package. In fact, it has been estimated thatformulaic sequences constitute more than 50% of spoken and writtenEnglish discourse (Erman & Warren, 2000) and that these sequences arestrongly associated with fluent, communicative, native-like languageproduction (Pawley & Syder, 1983; Schmitt, 2010). Wray (1999) adopts asingle cover term, formulaic sequence, and defines it as follows: a sequence,continuous or discontinuous, of words or other meaning elements, which is,or appears to be, prefabricated: that is, stored and retrieved whole frommemory at the time of use, rather than being subject to generation oranalysis by the language grammar.
With regard to English writing instruction, there are currently amajority of pedagogies accounting for the learning in L2 development. Someresearches have considered Genre-Based Approach, Process-BasedApproach, and Product-Based Approach while other researches haveinvoked Lexical Approach. The research aims to provide an innovativeprocess to writing instruction by raising learners’ awareness with aframework of lexical chunks. When words are combined in a ready-madechunk, they have the power to specify one another’s occurrence. Lexicalchunks which usually occur in a subsequence act as a hint for one or moreother words in a particular context. In terms of cognitive processing,multi-word units tend to retrieve more easily in a speaker’s memory. Thepurpose of the present study was to investigate what effect of lexical chunks’awareness has on senior high students’performance in English writing.The present dissertation study to some extent investigates theconsequence the Lexical Approach will bring on medium SL learners andadvanced SL learners in producing English formulaic sequences. Inparticular, it intends to investigate if collocations are attributes of fluency inEnglish writing. Lexical chunks in students’ composition are countedaccording to different categories, which have been compared to the controlgroup receiving traditional writing lessons.

Chapter One literature review

The Lexical Approach, appealing and easy to implement, has been putforward for years, yielding a lot of writing models concerning lexical chunksrecognition. Although current writing instructions with distributedrepresentations are initially motivated by a desire to seek a model that ismore plausible than those described previously, it is only in more recenttimes that lexical chunks has been used innovatively as a crucial approach indecoding input and encoding output as well.

1.1 Lexical Chunks
Biber, Johansson, Leech, Conrad, and Finegan (1999) call lexicalbundles and Scott(1996) refers to as clusters. A model referred as “lexicalchains” is adopted for finding a more organized structure that论文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。

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