英语本科生毕业论文设计ontheinfluenceandstrategyoflexicalphrasestolisteningcomprehension(编辑修改稿)

英语本科生毕业论文设计ontheinfluenceandstrategyoflexicalphrasestolisteningcomprehension(编辑修改稿)内容摘要：

is put together each time. In the traditional view, language consists of vocabulary and grammar and vocabulary has been thought of individual words. More and more linguists (. Becker, Hakuta, etc.), however, have suggested the existence and the importance of prefabricated language chunks such as so much for and whatisthat. Research has also provided the evidence for many units larger than individual orthographic words. Multiword lexical units larger than individual orthographic words. Multiword lexical units (MWU) or lexical patterning beyond even the MWU level. For example, a single meaning is attached to each of the 4 following: give up, burn the midnight oil, how do you do. These strings of language recur frequently and are often connected with the functional usage of language (Schmitt and Carter). Such strings or prefabricated chunks have been called various names, including lexical phrases (Nattinger and DeCarrico), lexical chunks (Lewis, see Moudraia, etc.), lexicalized sentence stems (Pawley and Syder), and readymade (plex) units (Cowie) [9]. In this part, the author will refer to these chunks as lexical phrases, and mainly take Nattinger and DeCarrico‟s defined lexical phrases as “multiword phenomena that exist somewhere between the traditional poles of lexicon and syntax, conventionalized form/functionally”. And it is especially true of spoken discourse (McCarthy and Carter) [10]. On the other hand, lexical phrases can be stored in and retrieved from human memory as automatized units. It appears fairly certain that utterances of spontaneous spoken language contain phrases and clauses that gave been stored as wholes. These are used in bination with creatively stretches of language. Just as Miller and Weinert put it, it is likely that the basis of fluent speech is “an intricate interweaving of formulaic and newly constructed segments” [11]. Thus speech is produced as the use of automatized chunks or cluster of words bined with newly assembled strings of words. These units or patterns of lexical items and phrases provide frames and strings to help build and prehend sentences and increase both the encoding and decoding speed of speech. They “focus the attention of the listener while allowing the speaker time to formulate the utterance further” (Chambers). Formulaic language units or formulae of these types are retrieved at many points in the prehending process of the flow of the speech. According to Yao Baoliang [12], lexical phrases can meet the demands of the plex process of listening prehension, because lexical phrase contain four important categories. The category of lexical phases A. Polywords are canonical or noncanonical shaped chunk, fixed with unbroken sequence of words. They function as some individual lexical items, such as shifting topic, making summaries, making an approval, etc. For example: (1) By the way (Topic shifter) (2) For the most part (Qualifier) (3) So long (Parting) (4) You know (clarifier) 5 (5) So far so good (Approval maker) (6) As it were (Exemplifier) Some other lexical items, such as nevertheless, moreover, however, etc, are considered as a special class of polywords. B. Institutionalized expressions: Sentence length invariable phrases, usually functioning as separate items. They are habitual or conventional sentence idioms that allow very little lexical variation. They consist of an unbroken sequence of words and often function as separate utterances, such as advising, warning approving, formulas for social interaction, and all of those chunks that a speaker has found efficient to store as units. For example: (1)Easy e, easy go. (warning) (2)One swallow does not make a summer. (Advising) (3)How do you do? (Greeting) (4)Nice to meet you. (Closing) (5)Have a good time. (Parting) C. Phrasal constraints: Slot and filler phrase. They are shorttomediumlength chunks, allowing lexical and phrasal variation. They are both canonical and noncanonical. Like institutionalized expressions, they are continuous. Phrasal constraints serve a variety of functions. For example : (1) a___ ago (Temporal realtor): a day ago。 a year ago。 a very long time ago。 (2) good ____(Greeting): good morning。 good afternoon。 good evening。 (3) see you ____(Parting): see you soon。 see you later。 see you tomorrow。 (4) as far as I ____ (Qualifier): as far as I know。 as far as I can tell。 (5) the __er, the __er (Comparator): the sooner。 the better。 the busier。 the happier。 (6)for____ (Exemplifier): for instance, for example。 (7) yours ____(Closing): yours truly。 yours sincerely. D. Sentence builders: Lexical phrases that provide the frame work for whole sentences. They have some slots for topics to provide the framework for the whole or subjects for expressions of the whole idea. These chunks are both canonical and noncanonical, allowing variation of phrasal and clausal elements. They are both continuous and discontinuous. For example: (1) Modal + you +VP (for me)? (Requesting)。 6 Could you do me a favor? Would you help me? (2) Not only... but also... (relater)。 Not only had his brother graduated from this school, but also his sister. (3) My point is that... (summarizer)。 My point is that he should do it all by himself. (4) I think that... (assertion)。 I think that it is a good idea。 I think they ought to do it. (5)It seems (to me) (that)... (assertion)。 It seems to me that it‟s going to take a long time. Sentence builders are different from phrasal constraints in that the latter allows less variability, and this variability is at the lexical or phrasal level, not the clausal level. Compared with sentence builders and phrasal constraints, polywords are more arbitrary, and they are shorter and simpler. They allow no flexibility at all. Institutionalize d chunks share some features with polywords. Although institutionalized chunks may have the sentence length, they are short and simple, too. Polywords would appear at a point on the more arbitrary end of the continuum. “For listening learning, the four categories may be reduced to three, with institutionalized expressions being incorporated into the polyword category, since institutionalized expressions are more or less sentencelength polywords.” (Nattinger and DeCarrico). Lexical phrases represent various categories of meaning and pragmatic characteristics of discourse and co。