研究词汇短语对听力理解的影响及其对策文档格式.docx
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研究词汇短语对听力理解的影响及其对策文档格式.docx
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Thefindingsuggeststhatlexicalphrasescanimprovelearner’slisteningcomprehensionandisgoodforcultivatingstudents’senseoflexicallearningandlexicalphrasesusinginlistening.Itisalsogoodforlearners’confidenceinEnglishlistening.Thelexicalphrasesapproachwillbehelpfultothem.Finally,theauthorwillputforwardsomelimitationsforthestudyandpointoutsomelimitationsforthefutureresearch.
Keywords:
lexicalphrases;
listeningcomprehension;
strategy
摘要:
本研究采用词汇短语这一新的方法应用于促进英语学习者的听力理解。
词汇短语被称为是不同长度的“预制的语块”。
它是英语中一种特殊的多词现象,是形式与功能的结合体。
许多语言家对此进行大量的研究,表明对听力有一定的影响。
在本研究中作者参考了Natting和DeCarrio等研究者的词汇短语理论。
这些理论被认为有很强的实用性。
此研究主要探讨词汇短语对听力理解的影响。
它通过对词汇短语的定义,范畴,功能的详细分析,表明掌握好词汇短语是提高听力理解的基本条件。
在此基础上笔者分析了词汇短语与听力理解之间的密切关系。
最后笔者将提出一些学习词汇短语的有效方法。
研究表明词汇短语有助于提高听力理解,同时使英语听力学习者对词汇短语有新的认识,加强了他们学习词汇短语的意识,增加他们提高听力理解的信心。
本文在上述研究的基础上提出了一些词汇短语对听力理解的影响及其对策的启示,指出了本研究的不足,同时提出了未来研究词汇短语的设想。
关键词:
词汇短语方法;
听力理解;
策略
Contents
Abstract(Chinese)(I)
Contents(II)
1Introduction
(1)
2Literaturereview
(1)
3Theimportanceofthelisteningcomprehensionanditsdifficulty
(2)
4Theinfluenceoflexicalphrasestolisteningcomprehension(3)
4.1Thedefinitionoflexicalphrases(3)
4.2Thecategoryoflexicalphases(4)
4.3Pragmaticfunctionoflexicalphrases(6)
4.4Therelationshipbetweenlexicalphrasesandlisteningcomprehension(9)
5Strategiesabouthowtoapplythelexicalphrasesapproach(11)
6Conclusions(12)
References(12)
Abstract(Chinese)(14)
1Introduction
Thepaperisastudyoftheinfluenceoflexicalphasestolisteningcomprehensionandstrategy.Itanalysesontheinfluenceandstrategyoflexicalphasestolisteningcomprehensiontheoretically.AmongthefourskillsinEnglishlearning:
reading,listening,writing,speaking,however,listeningisstillaweakpointformostEnglishlearnersinChina(Chen)[1].AlotofEnglishlearners,eventhosewithadvancedEnglishlevel,havedifficultyinlisteningcomprehension.SoinordertoimprovetheEnglishlearners’listeningcomprehension,theauthortriestofindanewway(lexicalphraseapproach)toimprovethelearners’listeningcomprehension.
Thepapercontainsfourparts.Inpartone,theauthorwillshowtheimportanceoflisteningcomprehensioninEnglishlearning.Inordertosolvethisproblem,theauthorputsforwardaneffectivewayofusingthelexicalphrasesapproach.Inparttwo,theauthorwillstudytheinfluenceoflexicalphrasestolisteningcomprehension.Inthispart,theauthorwillintroducewhatislexicalphrasetoEnglishlisteninglearnerfromthreeaspects:
first,theauthorwillintroducethedefinitionoflexicalphasestolisteninglearners,whichmainlyusingthetheoryofNattingerandDeCarrico;
second,theauthorintroducethefourcategoriesofthelexicalphrases,whichisveryimportanttothelisteningcomprehension;
third,theauthorwillintroducethefunctionofthelexicalphrases.Toimprovelisteningcomprehension,listeninglearnersmustgraspthesetheoriesclearly.Thentheauthorwillanalyzetherelationshipbetweenlexicalphrasesandlisteningcomprehension.Lexicalphraseshelplisteninglearnerstodeducetheshort-termmemoryloadofhumanbrain,improvelisteners’comprehensionofspokendiscoursesandincreaselearners’comprehendingspeed.Inpartthree,theauthorwillputforwardsomeimportantwaystolearnthelexicalphrases.Inpartfour,theauthorwillconcludethewholethesis.
2Literaturereview
Lotsoflinguistsandresearchershavebeentryingtoexploreeffectivewaysoflistening,resultinginemergenceofvarioustheoriesandmethods(e.g.Richards,Ridgway,WangPeihong,ZhuYuncuiandXuzhenyu).Manyresearchersareinterestedinthefunctionoflexicalphrasesinlanguagelearningandtheyhaverealizedthatthelexicalphrasesperformanimportantfunctiononimprovinglearners,productiveskills(includingspeakingandwriting),forexample,Nattingersuggeststhatteachingshouldbebasedontheideathatlanguageproductionisthepiecingtogetherofready-madeunitsappropriateforaparticularsituation.Lewisfirstcoinsinproducingfluentspeech.InChina,LiclaimsthatEnglishlexicalphrasescanpromotenative-likefluency,native-likeselectionandraisepragmaticconsciousness.ZhangpointsoutthemoreproficienttheEnglishlearnersareinusingEnglish,themorelexicalphrasestheyuseinproducingtheirspeechwithfluencyandidiomaticity[2].LiclaimslexicalphrasesplayanimportantroleinEnglishwriting,especiallyinEnglishwritingforforeigntrade.
Butfewstudieshavebeenfoundontheinfluenceoflexicalphrasestolisteningcomprehension.SotheauthorwillusethelexicalphrasesapproachtoimproveEnglishlearners’listeningcomprehension.
3Theimportanceofthelisteningcomprehensionanditsdifficulty
Listeningcomprehensionisoneoftheessentialabilitiesofanylanguageincommunicationsinceatleast42%ofinformationexchangeisinvolvedinlisteningwhenwecommunicateinourdailylife(Cooper)[3].AccordingtoKrashen,listeningplaysanimportantroleinlanguagelearning,“theroleoflisteningisatoolforunderstandingandakeyfactorinfacilitatinglanguagelearning”andFeyten“listeninghasemergedasanimportantcomponentintheprocessofsecondlanguageacquisition”.Whilewewillmeetmanydifficultiesinlisteningcomprehension,LiDongmeistatesthatlisteningcomprehensionisacomplexprocessofconstructingthemeaningfromthemessagessentbyspeakers.Theinfluentialfactorscanbethespeakers’pronunciation,speedofdeliveryandintonation,thefamiliarityandcomplexityofthecontent,andthelistener’sknowledgeofthetargetlanguage.ZhuFangchengputsforward,sincelisteningcomprehensionisstronglyrestrictedbytime,listener’smemoryintensity,deductiveabilityandlistener’spreviousknowledgerestricttheachievementoflisteningcomprehension,andtheycandeterminethespeedofthelisteners’informationprocessing[4].Forexample,learnersfindlongerutterancesveryhardtounderstand,owingtolimitationsonshort-termmemoryload,orwhatseemscleartoanativespeakerwouldoftenbemisinterpretedorseenasambiguousbyalistener,owningtohis/herinabilitytorecognizetheformandfunctionofmanysyntacticstructures.Inordertosolvethisproblem,theauthorputsforwardlexicalphasesapproachtoimprovethelearners’listeningcomprehension.
4Theinfluenceoflexicalphrasestolisteningcomprehension
4.1Thedefinitionoflexicalphrases
Tostudytheinfluenceofthelexicalphrasestolisteningcomprehension,weshouldfirstreviewthelexicalphrasestheory.Researchusinglargedatabasesofwrittenandspokenlanguagecalledcorporahasshownthatmulti-wordlexicalunitsareubiquitousinlanguageuse,atleastinEnglish(Moon)[5].Thosemulti-wordunitsorevenlongerstringsoflanguage,whichcanbecalledlexicalphrases,areformandfunctionsynthesis(NattingerandDeCarrico)[6].Theyareprefabricatedchunksoflanguage,thus“alotofmeaningcanbeconveyedwithouthavingtostopandanalyzeeverywordofthephrases”(Levelle).Beingready-made,theycanbestoredinandretrievedfrommemoryaswholes.Theroleofformulaic,many-wordlexicalunitshasbeenstressedinbothfirstandsecondlanguageacquisitionresearch.Theyhavebeenreferredtobymanydifferentlabels,including“preassernbledspeech”(Bolinger)[7],“gambits”(Keller),“formulaicframeswithanalyzedslots”(Peters),“formulaicchunk”(Widdowson),“lexicalizedstems”(PawleyandSyder)[8].
NattingerandDeCarricopresentafairlysimilaranalysisofwhattheycalllexicalphraseswithfourphrasetypeswhichincreaseinthelikelihoodofvariabilityanddiscontinuityonthebaseofthe“lexicalizedstems”usedbyPawelyandSyder.Thesephrases,whichfunctionasastructuralorsemanticunit,werealsodefinedindifferentways.Lewisdefinesthemassociallysanctionedindependentunits.Thesemaybeindividualwords,orfullsentencesthatconveyfixedsocialorpragmaticmeaningwithinagivencommunity.NattingerandDeCarricodefinethemasalexica-grammaticalunit,conventionalizedform/functioncompositesthatoccurmorefrequentlyandhavemoreidiomaticallydeterminedmeaningthanlanguagethatisputtogethereachtime.
Inthetraditionalview,languageconsistsofvocabularyandgrammarandvocabularyhasbeenthoughtofindividualwords.Moreandmorelinguists(e.g.Becker,Hakuta,etc.),however,havesuggestedtheexistenceandtheimportanceofprefabricatedlanguagechunkssuchassomuchforandwhat-is-that.Researchhasalsoprovidedtheevidenceformanyunitslargerthanindividualorthographicwords.Multi-wordlexicalunitslargerthanindividualorthographicwords.Multi-wordlexicalunits(MWU)orlexicalpatterningbeyondeventheMWUlevel.Forexample,asinglemeaningisattachedtoeachofthefollowing:
giveup,b
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