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1.1 Background of the Research
词汇，作为语言中的三个基本要素之一，是人类的重要载体，表达自己的想法，并提供自己的情绪。在教学和学习语言，如果语言可以比作一座高楼的持续时间，词汇是基本建筑用材，砖。教学和学习词汇是语言习得的中心任务，并没有词汇教学和学习任何一种语言的能力也很难被收购和改进。威尔金斯（1972）认为，“没有语法可以传达很少，没有什么词汇可以转达。”词汇学习的能力，可以直接影响的其他语言能力，阅读，听力，口语，写作和翻译。通过语言与别人沟通是语言生活学习的最终目的，只有一个能充分理解单词的用法，可以真正的交流沟通。词汇是沟通的基本组成部分，没有大量的词汇，通信不能完全实现。随着语料库语言学的快速发展，许多应用语言学家，如彼得斯（1973），刘易斯（1993），Nattinger＆DeCarrico的（2000）等，发现大量的预制模式在人类的大脑，特别是对本地存储扬声器。他们指出，语言由大量这些公式化序列，这被认为是包含更多的信息比孤立的单词，这些词块通常由几个单词。刘易斯（1993）认为这些词汇chunksare的重要组成部分，词汇是语言的基础。因此，如何在教学和学习的词汇，包括词块在第二语言习得领域获得越来越多的关注。Vocabulary, as one of the three basic elements in language, is an important carrierfor human beings to express their ideas and deliver their emotions. In the duration ofteaching and learning language, if language can be compared to a tall building,vocabulary is the basic constructional material: the brick. Teaching and learningvocabulary is a central task of language acquisition，and any kind of ability in languagecan hardly be acquired and improved without vocabulary teaching and learning. Wilkins(1972) believes that "...without grammar very little can be conveyed, withoutvocabulary nothing can be conveyed". The ability of learning vocabulary can directlyaffect such other abilities of language as reading，listening, speaking, writing andtranslating. Communicating with others by means language is the ultimate purpose oflanguage learning, and only if one can fully understand the usage of words，can heachieve the true communication. Vocabulary is the fundamental part of communication,without large vocabulary, communication cannot be fully achieved. With the rapiddevelopment of corpus linguistics, many applied linguists such as Peters (1973)，Lewis(1993), Nattinger & DeCarrico (2000) and so on, discover that a large quantity ofprefabricated patterns are stored in human brains and particularly for native speakers.They state that language consists of a large number of these formulaic sequences, andthese lexical chunks which are believed to contain more information than isolated words,are usually made up of several words. Lewis (1993) believes that these lexical chunksare important components in vocabulary as they are the bases of language. Therefore,how to teach and learn vocabulary including lexical chunks is gaining more and moreattention in the field of second language acquisition.
The past ten years has witnessed great change in English teaching in China. Underthe guidance of English New Curriculum Standard, the English classroom teachingmodel has changed from teacher-centeredness to student-centeredness, during whichstudents explore and discover knowledge by themselves through many kinds ofautomatic tasks created by teachers or by students. By this new English classroommodel, teachers no longer regard teaching as purely imparting the knowledge; instead, they begin to realize the importance of developing students，independent learning abilityand cultivating their communicative competence (Hymes, 1972). Therefore, students'learning motivation and interest are greatly stirred up. In this new English class model,however, most teachers still use traditional model to teach vocabulary. The traditionalmodel can be concluded as follows:Step 1: Before a new unit or a new text, teachers teach the new words list tostudents for one time. Teachers will explain these new words and expressions one byone, and ask students to write down what they'v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。