摘要:本文是高中英语论文,本研究以“程式化序列”为出发点,调查中国高中生英语书面写作中“程式化序列”的真实使用状况。本研究结合定量和定性的方法来完成两个主要研究目标。
1&,and put these formulaic sequences respectively to the fourth rank (good level) texts,the third rank (moderate level) texts, the second rank (poor level) texts and got theoccurrence frequencies of formulaic sequences in these three lower rank texts. Fromthese steps, the first research objective can be attained. The second objective of thepresent study is to make a comparison of formulaic sequences use between EFLlearners and their peers so as to put forward some useful language teaching andlearning advice.
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Chapter Three Literature Review
In this chapter, the author begins with an overview of the previous studies onFSs, which includes definitions and classifications. Subsequently, the present studyreviews several related empirical researches on FSs both abroad and at home.Furthermore, the author also reviews some representative corpus-based researches onFSs. Finally, the author carries out a summary and introduces the considerations of thepresent study.
3.1 Definition and Classification of Formulaic Sequences
In fact, formulaic sequences (muti-word reoccurring word combinations) seemto exist in so many forms that it is presently hard to develop a simple definition of thislanguage phenomenon. This lack of a clear definition partly due to the fact that thereis such a great diversity on show. For example, formulaic sequences can be long orshort in form, or anything in between. Some formulaic sequences are entirely fixedstrings of words (e.g. idioms) which allow no slot, while others may permit slots inaddition to their fixed elements. With this diversity in mind, it is little wonder thatdifferent researchers have looked at formulaic sequences and seen different things,resulting in a variety of terminology to express various perspectives.There are various definitions for formulaic sequences in literature. Wray (2002,p.9) identifies 61 terms which can be found in the literature to describe a larger orsmaller aspect of formulaicity, the followings are some of the frequently quoted ones:Pawley & Syder (1983, p.191) points out that fluent language owes much to aconsiderable extent on knowledge of a body of “institutionalized or lexicalizedsentence stems”. Thus, they term “lexicalized sentence stem” to this languagephenomenon.Cowie (1988) uses a variety of terms in his study to identify the phenomenonsuch as “ready-made expression”, “multi-word units”, or “prefabricated routines.”Nattinger & DeCarrico (1992) use the term “lexical phrases” to describe apedagogically applicable unit of formulaic language which has a categorical form aswell as pragmatic discourse function. “Lexical phrases” are multi-word lexicalphenomena that exist between two traditional poles of lexicon and syntax. They areconventionalized form/function composites that occur more frequently and have moreidiomatically determined meanings.
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3.2 Empirical Studies of Formulaic Sequences
Various empirical studies have been conducted on formulaic sequences abroad(Wray, 2000; Biber et al., 2004; Jones & Haywood, 2004; Schmitt & Carter, 2004;Conklin & Schmitt, 2008; Wood, 2004, 2006, 2009; Guz, 2014; Stengers et al., 2014;AlHassan & Wood, 2015; Nasiri & Khorshidi, 2015). These researchers measureddifferent aspects of formulaic sequences within various research procedures.Principally, there are two broad concerns related to formulaic sequences. Oneis
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