文章以40篇英汉医学学术论文为语料,依据学术英语词块列表AFL(Academic Formula List),选择立场标记词块并进行语用功能分类。结果表明:英汉医学学术语篇中的立场标记词块在论文的六个部分分布不同;英汉医学学术语篇中的立场标记词块的...文章以40篇英汉医学学术论文为语料,依据学术英语词块列表AFL(Academic Formula List),选择立场标记词块并进行语用功能分类。结果表明:英汉医学学术语篇中的立场标记词块在论文的六个部分分布不同;英汉医学学术语篇中的立场标记词块的总体分布情况是一致的;英语医学语篇作者在表达观点立场时更侧重展现与读者的协商性与交互性,而汉语医学语篇作者在表达观点立场时更加谨慎,更多地体现医学论文的客观、严谨。展开更多
本研究采用在线可接受性判断任务,以具体语块为切入点,考察中国英语学习者框架语块的心理现实性问题。研究发现学习者语块加工中具有类符频率效应,但该效应受到形符频率的显著调节作用,这表明二语框架语块具有心理现实性,且框架语块并...本研究采用在线可接受性判断任务,以具体语块为切入点,考察中国英语学习者框架语块的心理现实性问题。研究发现学习者语块加工中具有类符频率效应,但该效应受到形符频率的显著调节作用,这表明二语框架语块具有心理现实性,且框架语块并非独立于其构成元素储存在心理词库中。研究结果有助于理解中国英语学习者如何通过接触和处理不同类型频率的语块来构建和扩展其心理词库。By utilizing an online acceptability judgment task and using specific multi-word chunks as research stimuli, this study investigated the psychological reality of Chinese English learners’ frame chunks. The findings revealed that Chinese English learners exhibited a type frequency effect in the processing of frame chunks, but this effect was significantly moderated by the token frequency, indicating that frame chunks have psychological reality and are not stored in the mental lexicon independently of their constituent elements. The results contribute to the understanding of how Chinese English learners construct and expand their mental lexicon by exposure to multi-word chunks of different frequency types.展开更多
本研究旨在探讨理工科本科生在学术英语写作中词块使用的特征及其与专家学者的差异。通过构建理工科本科生学术英语写作语料库(Chinese Students’s Corpus, CSC)和专家学术论文语料库(English Professionals’ Corpus, EPC),利用Antcon...本研究旨在探讨理工科本科生在学术英语写作中词块使用的特征及其与专家学者的差异。通过构建理工科本科生学术英语写作语料库(Chinese Students’s Corpus, CSC)和专家学术论文语料库(English Professionals’ Corpus, EPC),利用Antconc和MAT分词软件提取并分析3~6词长的词块。研究结果显示,三词词块在CSC和EPC中的使用最为频繁,且CSC中的词块总量显著高于EPC。结构上,名词词块在CSC和EPC中均占据主导地位,但CSC中动词词块和其他词块的使用率较EPC低,显示出学生在动词多样性上的不足。功能上,CSC中学生更倾向于使用研究者导向词块,而EPC中研究者导向和文本导向词块的使用相对均衡,反映出学生在构建语篇连贯性方面的不足。此外,研究发现CSC和EPC中存在一定数量的共用词块,但CSC在词块使用的地道性和多样性上仍有待提高。本研究为理工科本科生学术英语词块教学提供了实证依据,并为跨学科领域的学术英语教学提供参考。This study aims to explore the characteristics of lexical bundle usage in academic English writing among undergraduate students in science and engineering, as well as the differences between their usage and that of expert scholars. By constructing a corpus of academic English writing by science and engineering undergraduates (Chinese Students’ Corpus, CSC) and a corpus of expert academic papers (English Professionals’ Corpus, EPC), the study utilized Antconc and MAT to extract and analyze 3~6 words lexical bundles. The results indicate that three-word lexical bundles are the most frequently used in both CSC and EPC, with a significantly higher total number of lexical bundles in CSC compared to EPC. In terms of structure, noun-based lexical bundles dominate both CSC and EPC, but CSC shows lower usage rates of verb-based and other lexical bundles compared to EPC, suggesting a lack of diversity in verb usage among students. Functionally, students in CSC tend to use more researcher-oriented lexical bundles, while EPC displays a relatively balanced usage of researcher-oriented and text-oriented lexical bundles, reflecting students’ insufficiencies in constructing textual coherence. Additionally, while a certain number of shared lexical bundles were identified between CSC and EPC, the idiomaticity and diversity of lexical bundle usage in CSC remain to be improved. This study provides empirical evidence for the teaching of lexical bundles in academic English writing for science and engineering undergraduates and offers insights into interdisciplinary academic English instruction.展开更多
英语写作作为英语综合应用能力之一,在英语实践教学中至关重要。本研究尝试将语言意识理论视角下的语块教学应用于英语写作教学,提高学生的语言意识,加快语块积累与构建,不断提高学习者的写作能力,以期为英语写作教学提供教学思路和方法...英语写作作为英语综合应用能力之一,在英语实践教学中至关重要。本研究尝试将语言意识理论视角下的语块教学应用于英语写作教学,提高学生的语言意识,加快语块积累与构建,不断提高学习者的写作能力,以期为英语写作教学提供教学思路和方法。English writing is one of the English comprehensive application capacities, which is crucial in English teaching. The study tends to use lexical chunks in English writing teaching under the perspective of language awareness theory, so as to improve students’ language awareness, accelerate the accumulation and construction of lexical chunks, constantly improve learners’ writing capacity, to provide some teaching ideas and methods for English writing teaching.展开更多
词汇教学历来得到了各家学者们的关注,如翻译法、语素教学法等都从不同视角对词汇教学进行了讨论。语块教学法是随着科学技术发展,语料库语言学、语言习得等理论的不断成熟下发展起来的教学方法。本文通过回顾语块教学法研究现状和英语...词汇教学历来得到了各家学者们的关注,如翻译法、语素教学法等都从不同视角对词汇教学进行了讨论。语块教学法是随着科学技术发展,语料库语言学、语言习得等理论的不断成熟下发展起来的教学方法。本文通过回顾语块教学法研究现状和英语词汇习得现状,结合大学英语课堂词汇教学实际,尝试将语块教学法应用于其中,分析其使用价值和应用策略,为大学英语课堂中的词汇教学探索新方向,为将语块教学法理论与语言教学实践更好结合以借鉴。Vocabulary teaching has always been a wide concern, including translation method, morpheme teaching method. With the advancement of science and technology, the teaching method of lexical chunks has been developed with the maturity of theories of Corpus linguistics and Language Acquisition. Based on the review of the current situation of English vocabulary acquisition and chunk approach, this paper attempts to apply chunk approach to college English vocabulary teaching, analyzes its significance and application strategies, to explore new directions for vocabulary teaching in college English classroom, and to better integrate the chunk approach with language teaching practice.展开更多
文摘文章以40篇英汉医学学术论文为语料,依据学术英语词块列表AFL(Academic Formula List),选择立场标记词块并进行语用功能分类。结果表明:英汉医学学术语篇中的立场标记词块在论文的六个部分分布不同;英汉医学学术语篇中的立场标记词块的总体分布情况是一致的;英语医学语篇作者在表达观点立场时更侧重展现与读者的协商性与交互性,而汉语医学语篇作者在表达观点立场时更加谨慎,更多地体现医学论文的客观、严谨。
文摘本研究采用在线可接受性判断任务,以具体语块为切入点,考察中国英语学习者框架语块的心理现实性问题。研究发现学习者语块加工中具有类符频率效应,但该效应受到形符频率的显著调节作用,这表明二语框架语块具有心理现实性,且框架语块并非独立于其构成元素储存在心理词库中。研究结果有助于理解中国英语学习者如何通过接触和处理不同类型频率的语块来构建和扩展其心理词库。By utilizing an online acceptability judgment task and using specific multi-word chunks as research stimuli, this study investigated the psychological reality of Chinese English learners’ frame chunks. The findings revealed that Chinese English learners exhibited a type frequency effect in the processing of frame chunks, but this effect was significantly moderated by the token frequency, indicating that frame chunks have psychological reality and are not stored in the mental lexicon independently of their constituent elements. The results contribute to the understanding of how Chinese English learners construct and expand their mental lexicon by exposure to multi-word chunks of different frequency types.
文摘本研究旨在探讨理工科本科生在学术英语写作中词块使用的特征及其与专家学者的差异。通过构建理工科本科生学术英语写作语料库(Chinese Students’s Corpus, CSC)和专家学术论文语料库(English Professionals’ Corpus, EPC),利用Antconc和MAT分词软件提取并分析3~6词长的词块。研究结果显示,三词词块在CSC和EPC中的使用最为频繁,且CSC中的词块总量显著高于EPC。结构上,名词词块在CSC和EPC中均占据主导地位,但CSC中动词词块和其他词块的使用率较EPC低,显示出学生在动词多样性上的不足。功能上,CSC中学生更倾向于使用研究者导向词块,而EPC中研究者导向和文本导向词块的使用相对均衡,反映出学生在构建语篇连贯性方面的不足。此外,研究发现CSC和EPC中存在一定数量的共用词块,但CSC在词块使用的地道性和多样性上仍有待提高。本研究为理工科本科生学术英语词块教学提供了实证依据,并为跨学科领域的学术英语教学提供参考。This study aims to explore the characteristics of lexical bundle usage in academic English writing among undergraduate students in science and engineering, as well as the differences between their usage and that of expert scholars. By constructing a corpus of academic English writing by science and engineering undergraduates (Chinese Students’ Corpus, CSC) and a corpus of expert academic papers (English Professionals’ Corpus, EPC), the study utilized Antconc and MAT to extract and analyze 3~6 words lexical bundles. The results indicate that three-word lexical bundles are the most frequently used in both CSC and EPC, with a significantly higher total number of lexical bundles in CSC compared to EPC. In terms of structure, noun-based lexical bundles dominate both CSC and EPC, but CSC shows lower usage rates of verb-based and other lexical bundles compared to EPC, suggesting a lack of diversity in verb usage among students. Functionally, students in CSC tend to use more researcher-oriented lexical bundles, while EPC displays a relatively balanced usage of researcher-oriented and text-oriented lexical bundles, reflecting students’ insufficiencies in constructing textual coherence. Additionally, while a certain number of shared lexical bundles were identified between CSC and EPC, the idiomaticity and diversity of lexical bundle usage in CSC remain to be improved. This study provides empirical evidence for the teaching of lexical bundles in academic English writing for science and engineering undergraduates and offers insights into interdisciplinary academic English instruction.
文摘英语写作作为英语综合应用能力之一,在英语实践教学中至关重要。本研究尝试将语言意识理论视角下的语块教学应用于英语写作教学,提高学生的语言意识,加快语块积累与构建,不断提高学习者的写作能力,以期为英语写作教学提供教学思路和方法。English writing is one of the English comprehensive application capacities, which is crucial in English teaching. The study tends to use lexical chunks in English writing teaching under the perspective of language awareness theory, so as to improve students’ language awareness, accelerate the accumulation and construction of lexical chunks, constantly improve learners’ writing capacity, to provide some teaching ideas and methods for English writing teaching.
文摘词汇教学历来得到了各家学者们的关注,如翻译法、语素教学法等都从不同视角对词汇教学进行了讨论。语块教学法是随着科学技术发展,语料库语言学、语言习得等理论的不断成熟下发展起来的教学方法。本文通过回顾语块教学法研究现状和英语词汇习得现状,结合大学英语课堂词汇教学实际,尝试将语块教学法应用于其中,分析其使用价值和应用策略,为大学英语课堂中的词汇教学探索新方向,为将语块教学法理论与语言教学实践更好结合以借鉴。Vocabulary teaching has always been a wide concern, including translation method, morpheme teaching method. With the advancement of science and technology, the teaching method of lexical chunks has been developed with the maturity of theories of Corpus linguistics and Language Acquisition. Based on the review of the current situation of English vocabulary acquisition and chunk approach, this paper attempts to apply chunk approach to college English vocabulary teaching, analyzes its significance and application strategies, to explore new directions for vocabulary teaching in college English classroom, and to better integrate the chunk approach with language teaching practice.
