声明
Table of Contents
Abstract
摘要
List of Tables
List of Figures
List of Abbreviations
Chapter One Introduction
1．1 Background of the Study
1．2 Statement of the Problem
1．3 Rationale for the Study
1．4 Purpose and Method of the Study
1．5 Significance of the Study
1．6 Organization of the Dissertation
Chapter Two Literature Review
2．1 Introduction
2．2 Studies on Chunks in Language Production
2．2．1 Definitions of Chunks
2．2．2 Defining Criteria of Chunks
2．2．3 The Role of Chunks in L1 Acquisition
2．2．4 The Role of Chunks in L2 Acquisition
2．2．5 The Role of Chunks in Language Pedagogy
2．3 Studies on Accuracy in Language Production
2．3．1 Definitions of Accuracy
2．3．2 Measures for Accuracy
2．3．3 Accuracy in Language Pedagogy
2．4 Studies on Fluency in Language Production
2．4．1 Definitions of Fluency
2．4．2 Measures for Fluency
2．4．3 Fluency in Linguistic Output
2．5 Studies on Complexity
2．5．1 Definitions of Complexity
2．5．2 Measures for Complexity
2．5．3 Complexity in Language Pedagogy
2．6 Studies on Accuracy,Fluency,and Complexity as a Triad
2．7 Studies on Chunk Use and Accuracy,Fluency,and Complexity
2．7．1 Chunk Use and Accuracy
2．7．2 Chunk Use and Fluency
2．7．3 Chunk Use and Complexity
2．8 The Working Definitions and Operating Criteria
2．8．1 The Working Definition of Chunks
2．8．2 The Operating Criteria for Chunk Identification
2．8．3 The Measurement of Accuracy
2．8．4 The Measurement of Fluency
2．8．5 The Measurement of Complexity
2．9 Research Gaps and Research Questions
2．10 Chapter Summary
Chapter Three3 Methodology
3．1 Introduction
3．2 The Corpus Used in the Study
3．3 The Tools Used in the Study
3．4 Tagging of the Corpus
3．4．1 Identification Schemes of the Study
3．4．2 Tagging of Chunks
3．4．3 Tagging of T-units
3．4．4 Tagging of Error-free T-units
3．5 Analysis of the Data
3．5．1 Analyzing Chunk Use
3．5．2 Analyzing Chunk Use and Accuracy
3．5．3 Analyzing Chunk Use and Fluency
3．5．4 Analyzing Chunk Use and Complexity
3．5．5 Analyzing Chunk Use and Writing Proficiency
3．6 Chapter Summary
Chapter Four Shared Features in Chunk Use by All Language Groups
4．1 Introduction
4．2 Shared Features in Three Major Categories of Chunks
4．3 Shared Features in Using Part-of-speech-based Chunks
4．4 Shared Features in Using Preposition-based Chunks
4．5 Shared Features in the Use of Ciause-based Chunks
4．6 The Partially Shared Features in the Use of Verb-based chunks
4．7 Chapter Summary
Chapter Five Discrepancies in Chunk Use Between Language Groups
5．1 Introduction
5．2 Differences in Chunk Use by Total Number
5．3 Differences in Chunk Use by Main Category
5．4 Differences in the Use of Part-of-speech-based Chunks
5．4．1 Differences in the Use of Verb-based Chunks
5．4．2 Differences in the Use of Preposition-based Chunks
5．5 Differences in the Use of Clause-based Chunks
5．6 Chapter Summary
Chapter Six Chunk Use and the Quality of Writings
6．1 Introduction
6．2 Results of the Chinese Language Group
6．2．1 Chunks Use and Accuracy of Writings by the Chinese Group
6．2．2 Chunk Use and Fluency of Writings by the Chinese Group
6．2．3 Chunk Use and Complexity of Writings by the Chinese Group
6．3 Results of the Spanish Group
6．3．1 Chunk Use and Accuracy of Writing by the Spanish Group
6．3．2 Chunk Use and Fluency of Writing by the Spanish Group
6．3．3 Chunk Use and Complexity of Writing by the Spanish Group
6．4 Results of the Arabic Language Group
6．4．1 Chunk Use and Accuracy of Writing by the Arabic Group
6．4．2 Chunk Use and Fluency of Writing by the Arabic Group
6．4．3 Chunk Use and Complexity of Writing by the Arabic Group
6．5 Results of the English Language Group
6．5．1 Chunk Use and Accuracy of Writing by the Native Group
6．5．2 Chunk Use and Fluency of Writing by the Native Group
6．5．3 Chunk Use and Complexity of Writing by the Native Group
6．6 Cross-group Comparisons
6．7 Chapter Summary
Chapter Seven Chunk Use and English Writing Proficiency
7．1 Introduction
7．2 Results of the Chinese Language Group
7．2．1 Chunk Use and Writing Proficiency of the Chinese Group
7．2．2 Chunk Use and Proficiency Level of the Chinese Group
7．2．3 Differences in Chunk Use by the Chinese of Different Proficiency
7．3 Results of the Spanish Language Group
7．3．1 Chunk Use and Writing Proficiency of the Spanish Group
7．3．2 Chunk Use and Proficiency Level of the Spanish Group
7．3．3 Differences in Chunk Use by the Spanish of Different Proficiency
7．4 Results of the Arabic Language Group
7．4．1 Chunk Use and Writing Proficiency of the Arabic Group
7．4．2 Chunk Use and Proficiency Levels of the Arabic Group
7．4．3 Differences in Chunk Use by the Arabic of Different Proficiency
7．5 Results of the English Language Group
7．5．1 Chunk Use and Writing Proficiency of the Native Group
7．5．2 Chunk Use and Proficiency Levels of the Native Group
7．5．3 Differences in Chunk Use by the Native of Different Proficiency
7．6 Cross-group Comparisons
7．7 Chapter Summary
Chapter Eight Discussion
8．1 Introduction
8．2 Chunks as Part of Natural Language Use
8．3 Significant Differences in the Total Number of Chunks
8．4 Significant Differences in Verb-based Chunks
8．5 Specific Features of Chunk Use by Language Groups
8．5．1 Specific Features of Chunk Use by the Chinese Group
8．5．2 Specific Features of Chunk Use by the Spanish Group
8．5．3 Specific Features of Chunk Use by the Arabic Group
8．5．4 Specific Features of Chunk Use by the Native Group
8．6 The Role of Chunks in Accuracy,Fluency,and Complexity
8．7 The Role of Chunks in Predicting Writing Proficiency
8．8 A Hypothetical Hierarchical Model of Chunk Use
8．9 Chapter Summary
Chapter Nine Conclusion
9．1 Summary of the Study
9．2 Pedagogical Implications
9．2．1 Encouraging the Learning of High Frequency Chunks
9．2．2 Taking L1 Backgrounds into Consideration
9．2．3．Enhancing the Facilitating Role of Chunks in English Writing
9．2．4 Adopting Different Strategies for Different Proficiency Learners
9．2．5 Making Good Use of Traditional Chinese Memorization Method
9．2．6 Including the Teaching of Chunks in the Writing Curriculum
9．2．7 Making Corpus Available to the Teaching of Chunks in Writing
9．3 Limitations of the Study
9．4 Suggestions for Future Studies
9．5 Concluding Remarks
References
Appendix Ⅰ Interpretation of the Identification Scheme for Chunks
Appendix Ⅱ List of Chunks Identified in the Study
Appendix Ⅲ Six Point Essays
Acknowledgements
