中国学习者英语学术词块的使用及发展特征研究

The Use and Developmental Features of Lexical Bundles in Chinese Learners' English Academic Writing

本次研究探讨中国学习者在英语论文写作中如何使用学术词块及发展特征。研究首先确定了语言学国际期刊所使用的高频学术词块在总量、结构和功能上的特点。然后通过语料对比发现,我国学习者使用大量高频词块,但同时得到国际学者高频使用的词块量较少。这些与学者共同使用的词块中,总体上,过多使用和使用不足的倾向并存;不过学习者在本、硕、博阶段不断发展,以博士与学者共同使用的词块在总量、结构和功能分布上最多。此外研究发现,那些专家低频或不使用的学习者词块中,有一部分带有母语思维特征、被动句式、口语体和不地道的用法。这些研究结果对理解二语写作中文字能力的发展以及改进学术写作教学有一定的启示。

This study investigates Chinese learners＇ use and developmental features of lexical bundles in their thesis writing. The study first identifies lexical bundles in research articles published in world applied linguistics journals in terms of their proportional, structural and functional patterns. Through the corpus-based comparison, the study finds that learners use a great amount of bundles but scholars only use a small fraction of them. Overall, learners either overuse or underuse these same bundles; however, they keep progressing and PhD students use the highest proportion of bundles with a more variety of structures and functions. Besides, those bundles infrequently or never used by scholars show either learners＇ mother tongue influence, passive structures, colloquial or non-idiomatic use. The results have some implications for understanding literacy development in L2 academic writing as well as improving academic writing pedagogy.