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IELTS writing the word block input on impact of validity

Author: ZhangYanYan
Tutor: QiaoAiLing
School: Ocean University of China
Course: English Language and Literature
Keywords: Chunks Input Hypothesis IELTS Writing
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 310
Quote: 1
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Abstract

Corpus analysis and computer linguistic research results show that in the language of both the existence of a large number of sentences and words of fixed or semi-fixed characteristics of the language structure, the structure of these models, the so-called word block (Lexical Chunks), stored as a whole in the human brain, is the ideal language processing unit. Chunks of the most important principles of the theory are: the syntax of the language is composed of words, rather than by the lexicalized grammar composition, ie, language is not perceived by the traditional concept of the grammar and vocabulary composed, but by the grammar of the word blocks. This feature will be the carrier of the language \generation and development. The word block as English writing teaching units, in line with the basic laws of cognition, and in all other aspects of speaking and writing pedagogy can not be compared with other advantages. As word block input no longer constitute the basic unit of effective communication dismembered into language, \As chunks helps language fluency, authentic nature, and accuracy, in large part to reduce the burden of language production and processing, shorten the target language as a foreign language in the minds of users to generate and output process spacing, improving the efficiency of language learning, which has aroused the attention of scholars and research interests. Recalling the history of second language learning research shows that language input has been a second language acquisition and corpus linguistics research hotspot, and by many scholars. American linguist SD Krashen in the early 1980s, proposed the \Krashen that comprehensible input is the only way to second language acquisition, and proposes an ideal language input shall comply with the \is to provide adequate comprehensible input, which includes both the student has mastered knowledge of the language \According to Krashen's \Despite chunks, such as English language input and output writing a lot of research and study, but few people relate to each other all three of these combine comprehensive study. This paper mainly according Nattinger and DeCarrico, Lewis and Krashen latest research theory, comparative analysis method is proposed and discussed to improve Chinese word block input level of students' English writing. Based on comparison with the traditional teaching methods to investigate the following questions: 1. Term block input and English Writing positive correlation between the level. 2 Enter the number of chunks and English writing what kind of relationship between the level of presentation. 3 block input word grasp the impact of the word blocks. To explore these questions, the authors conducted a class in its own eight weeks of the trial (from 15 October 2008 until December 15), the experiment's principal object is the preparation IELTS students, ranging in age from 16-18 years old range. Before determining the main experiment, people were on the target exam test scores from selected little difference 60 students and divided into two classes. Authors randomly selected from two classes of a class as the experimental group, while the other classes are scheduled for the control group. Experimental group consists of 21 girls and 9 boys composition, whereas the control group by 22 girls and 8 boys components. During the experiment, two groups of materials used and the same number of hours per week. The difference is that the experimental group teaching practice mainly by various chunks constitute related activities and exercises designed to help students build up chunks concepts and develop their conscious use of the word in the block in order to improve their ability to use language writing , while the control group using traditional teaching methods, students mainly study the single words, through bilingual word list with rote memorizing vocabulary method. After eight weeks of experimental training time and towards the end of the two groups were the same four questions of the exam, the authors used statistical methods these four examinations conducted a comprehensive analysis of the results. Through comparative analysis of student achievement and expression Juanmian validity, the results compared with the experimental group increased rapidly, and its validity language has improved markedly, and the control group, the results raise the intensity of small and verbal validity increase is minimal. Of course, the factors that affect the ability to have a lot of writing, except for language corpus, there are individual writing ideas, knowledge, writing skills have been mastered. However, the main author of this study is that chunks of language accuracy, fluency, authentic nature, sentence coherence, and semantic integrity. Experiments show that the method is applied to the block input word writing can help students improve the accuracy and use of language expression validity, but also to help students improve their language communication Ji's ability to improve writing scores, better achieve the language teaching purposes. Of course, the method of this study, there are still some deficiencies, teaching and research time is not long enough, the object of research coverage is not wide enough, only represent a small portion but also for the specific purpose of English learners to learn, but I believe the word block method must be in English teaching in the future some inspiration and influence.

IELTS writing the word block input on impact of validity

Abstract

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