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hrases. The first criteria has to do with the length and grammatical status of lexical chunks;the second one is whether the phrase has a canonical or non-canonical shape; whether thephrase is variable or fixed is the third one; the last criteria is whether the phrase is continuousor not, which means whether it is composed of an unbroken sequence of lexical items orwhether it is interrupted by various lexical fillers. In employing these criteria, it is rathernecessary to think in terms of a continuum, because it is sometimes hard to distinguish sharpboundaries between categories. Nattinger & DeCarrico’s classification is as follows:
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Chapter Three Theoretical Foundation........ 17
3.1 Psycholinguistic Foundation.... 17
3.2 Cognitive Foundation.........18
Chapter Four Methodology....21
4.1 Research Questions...... 21
4.2 Participants.......21
4.3 Instrument........ 21
4.4 Data Collection...... 22
Chapter Five Results and Discussion...... 23
5.1 Differences of Lexical Chunks between High-score.... 23
5.2 Correlation between Lexical Chunks and English Compositions........25
5.4 Discussion........ 28

Chapter Five Results and Discussion

5.1 Differences of Lexical Chunks between High-score Group andLow-score Group
In order to see whether the difference between the two groups is significant or not interms of English composition quality, the author uses the software of SPSS to do independentsamples test. The result is that p=0.000 (<0.05), which implies the significant differencebetween high-score group and low-score group in the aspect of writing. Therefore, the Englishcompositions in high-score group are significantly different from the English compositions inlow-score group. The result is shown in Table 5.1. It is found that the number and frequency of lexical chunks used in high-score group andlow-score group are quite different. It is summarized that the lexical chunks used inhigh-score group are more than low-score group and the frequency of lexical chunks inhigh-score group is higher than low-score group. The average words used in high-score groupare more than that in low-score group, and the average lexical chunks used in high-scoregroup are more than that in low-score group. The frequency of lexical chunks in high-scoregroup is 9.095 showing that there are 9.095 words between every two lexical chunks inhigh-score compositions. However, the frequency of lexical chunks in low-score group is11.403, which means that there exist 11.403 words between every two lexical chunks inlow-score compositions. In other words, the lexical chunks in high-score group are used morefrequently than low-score group. The details are shown in Table 5.2.
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Conclusion

Based on the statistical analysis and discussion above, the present study has obtainedsome valuable and important findings.Firstly, lexical chunks are used in both high-score compositions and low-scorecompositions. Nevertheless, the lexical chunks applied in high-score compositions are muchmore than low-score compositions. And the lexical chunks in high-score compositions arewith higher frequency and the written language in high-score group is rather fluent andidiomatic. The lexical chunks used in low-scor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。