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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-22编辑:lgg点击率:4363
论文字数:36200论文编号:org201407221126175501语种:英语 English地区:中国价格:$ 66
摘要:本文是英语论文范文,In recent years, more and more scholars pay attention to the study of CE. Some scholars focused onthe theory field, such Fillmore (1976) focused on study of children’s L2 acquisition and Peters (1983)insisted on the study of L1 acquisition. And other scholars tried to investigate the usage of CE.
I Introduction
1.1 Background information
We often found that English language learners who at high English level still cannot makecommunication in English fluently and some of them even fail to make simple daily communication,although they have mastered a lot of vocabularies and grammar rules. On the other hand, the primarylevel of native speakers (such as five or six years old children, whose vocabularies are very limited) canspeak English fluently and authentically. Alison Wray (2000) claimed that it’s because the learners don’tmaster the preferred form of language idioms, collocations and sentence frameworks. Learners, who wantto completely master a new language and communicate fluently in the new language, have to master certainforms of strings which native speakers often preferred to use. But learners show difficult in understandingand using this kind of strings and even skilled learners feel confused about it. The difficult is not becausethe intermediary language and target language lack of contact in the form, but because learners lacksufficient sensitivity and experience, and thus cannot understand the most idiomatic expressions bypass thesyntax analysis. Edmondson and House also believed that learners cannot necessarily handle socialsituations in the same way as native speakers’. “Because they do not have ready access to, and thereforedo not make use of, standardized routines for meeting the social imposition … as native speakers do”.Then how to make learners successfully master this kind of expressions preferred by native speakers?In fact, in the middle of the 19th century, scholars have paid attention to this kind of expressions andthey found a large part of speeches used in daily life are the stylized or ready materials rather thantemporary organized ones (Fillmore 1976). This kind of materials, associates with particular context andpreferred by native speakers, has the features of reproducibility and predictability, is called conventionalexpressions by Bardovi-Harlig (2009). They all refer to the customary fixed expressions or the stringsthat formed during the long process of communication among language communities. For example, inChinese “久仰”, “过奖”; In English “I beg your pardon”, “My Godness!”; In German “Alles Guten”, etc.
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1.2 Purpose of the study
In the initial stages of language study, learners in China already remembered some fixed terms (suchas how do you do? I’m sorry. What a nice day! ) to achieve the goal of making daily communication. Buthow well they recognized this kind of daily used CE, if they have mastered the CE, can they use themappropriately? These are the purpose of present study.In recent years, more and more scholars pay attention to the study of CE. Some scholars focused onthe theory field, such Fillmore (1976) focused on study of children’s L2 acquisition and Peters (1983)insisted on the study of L1 acquisition. And other scholars tried to investigate the usage of CE.Research in both second language (L2) development in general (Nattinger & DeCarrico, 1992; Nesselhauf,2004; Schmitt & Carter, 2004; Yorio, 1989) and L2 pragmatics in particular (Blum-Kulka & Olshtain, 1986;Edmondson & House, 1991; House, 1996; Kasper & Blum-Kulka, 1993; Kecskes, 2000; Roever, 2005;Scarcella, 1979) has reported that learners underuse such kind of expressions. But re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。