词块意识培养对高中生英语写作的影响研究

ng has received a warmwelcome in recent years as an alternative to grammar-based approaches. TheLexical Approach stresses on developing learners' proficiency with lexis, orwords and word combinations. It is based on the idea that an important partof language acquisition is the ability to comprehend and produce lexicalphrases as unanalyzed wholes, or "chunks," and that these chunks becomethe raw data by which learners perceive patterns of language traditionally thought of as grammar (Lewis, 1993). Corresponding instruction derivedfrom this focuses on frequently occurred lexical chunks in spoken andwritten language rather than run-on sentences or sentences at free will.Two-word English verb-noun sequences, as one type of grammaticalconstituents, were defined as collocations, which are a certain type offormulaic sequences (e.g., do homework, take a shower). As shown in thegiven examples, collocations can be either constituent (i.e., without anyinserted word in between the verb and the noun) or non-constituent (i.e.,with an inserted word in between the verb and the noun). In contrast, idiomsand lexical bundles are only constituent (e.g., kick the bucket, on the otherhand). These principles center on that it (Lewis, 1997) places thecommunication of meaning at the heart of language and language learning.They are developed relying on the approaches in which the main aim iscommunication in a foreign language. 
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2.2 Language Transfer
The influence of L2 on L1 is firstly considered in the field ofbilingualism, in which most related studies focus on L2 influence on LI inchildhood and simultaneous bilingualism (Haugen 1953; Weinreich 1953;Romaine, 1995). Later on, L2 influence on L1 has also been found inadulthood and documented in the fruitful researches, especially during the1990s. Positive transfer is a transfer which makes learning L2 easier andalways occurs in a condition when the mother tongue (acquired language)and the target language have the similar form. A large number ofcontemporary SLA researches have realized the significance ofcross-linguistic similarity and devote to showing that could promote theprocess of L2 acquisition. Negative transfer, also named linguisticinterference, which is one of the hottest topics among SLAresearchers. Since negative transfer involves obvious branches of norms inthe target language, it is often relatively easy to distinguish. Thus, manyresearchers bend their mind to finding a systematic regulation of transfer inthe process of SLA, they want to exploit the active factor which could usenegative language promoting language learning, and shift it into positivelanguage transfer eventually.
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Chapter Three Methodology........ 29
3.1 Research Design.........29
3.2 Research Procedure....32
3.2.1 Data Collection...........33
3.2.2 Data Analysis.....37
Chapter Four Result and Discussion....39
4.1 Effects of Fostering Lexical Chunk Awareness on Production ofEnglish Phrases........39
4.2 Effects of Fostering Lexical Chunk Awareness on Production ofClausal Chunks........47
4.3 Effects of Fostering Lexical Chunk Awareness on the Production ofDiscourse Organizers....... 51
4.4 Summary............55

Chapter Four Result and Discussion

In this chapter, two sections are included: results and discussion ofthree research questions in the current study. In each section, some necessaryresults will be shown in different forms. And then the possible reasons forthe presented results will be analyzed and discussed.

4.1 Effects of Fostering Lexical Chunk Awareness onProduction of English Phrases

The first experiment is to study the effect of Lexical Approach onSenior High School stude