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their teachability for the better quality of oral and written production despite thefact that there is not any homogeneously agreed instructing methodology forexplicitly teaching formulaic sequences among EFL instructors (Wray, 2000). Studiesof this tendency include Jones & Haywood (2004), Schmitt et al. (2004), Stengers etal. (2014), AlHassan & Wood (2015), Nasiri & Khorshidi (2015), etc. In anexploratory study, Jones & Haywood (2004) followed a group of ten students overone ten-week period within the setting of a full-time EAP (English for AcademicPurposes) course. The results demonstrate that explicit instruction of formulaicsequences is of great help in promoting students academic writing and a few studentscan accurately and appropriately use certain formulaic sequences in their writings.Similarly, Schmitt et al. (2004) intended to explore the receptive and productivemastery of academically-based formulaic sequences. The resulting data reveals thatrelatively proficient EAP learners have a good knowledge of considerable number ofresearch designed formulaic sequences. Meanwhile, they also enhance their knowledge of receptively-known sequences and utilize them into a productive levelafter the 2-3 month EAP course.
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Chapter Three Literature Review ....13
3.1 Definition and Classification of Formulaic Sequences ...........13
3.2 Empirical Studies of Formulaic Sequences ...........20
3.2.1 Empirical Studies of Formulaic Sequences Abroad.....20
3.2.2 Empirical Studies of Formulaic Sequences at Home............24
3.3 Research in the Field of Corpus ...........25
3.4 Summary....30Chapter Four Research Method .......32
4.1 Research Objectives and Questions .....32
4.2 Corpora Involved........33
4.2.1 Self-built Corpus .......33
4.2.2 Native Speaker Corpus LOCNESS ....36
4.3 Instruments Employed ........37
4.3.1 Instrument Used in the Stage of Data Extraction ........37
4.3.2 Instrument Used in the Stage of Data Analysis ............39
4.4 Procedures ..........40
4.5 Procedures in Answering Question One .......47
4.6 Data Processing and Analyzing....53
Chapter Five Results........55
5.1 Descriptive Statistics for the Relationship between FSs Use and WritingCompetence.........55
5.2 Results of the Distributions of FSs in the Two Corpora.........56
5.3 Results of the Structure Characteristics of FSs in the Two Corpora ......60
5.4 Results of the Pragmatic Functions of FSs in the Two Corpora.....63

Chapter Five Results

In the penultimate section of Chapter Four, the present study depicts theprocedures in answering the first research question. In this chapter, the present studyfirst shows the statistical results of the first question. In the following section, theresults of the general distribution of the FSs in the two corpora are demonstrated.Next, the results of the structure characteristics are showed. Last, the results of thepragmatic functions are depicted.

5.1 Descriptive Statistics for the Relationship between FSs Use and Writing Competence

As Table 5.1 shows, there existed correlation between the frequency of FSsand the corresponding score in the fourth rank (good level) writings (p＜0.01).Based on the research methodology described in Chapter Four, the number ofFSs of different lengths used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。