TheApplicationofCorpusbasedLexicalChunksApproachinEnglishTeaching.docx
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TheApplicationofCorpusbasedLexicalChunksApproachinEnglishTeaching.docx
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TheApplicationofCorpusbasedLexicalChunksApproachinEnglishTeaching
TheApplicationofCorpus―basedLexicalChunksApproachinEnglishTeaching
【Abstract】Withtheguidanceoflexicalchunksteachingapproach,thisarticleistodiscusstheapplicationofcorpus-basedlexicalchunksapproachinEnglishteachingbymakinguseofcorpusconcordanceanalysis.Aftercomparingthelanguagedifferencesbetweennativelanguagecorpusandtargetlanguagecorpus,itadvocatesthattheemphasisofEnglishlexicalstudyshouldbeputoncorpus-basedstudyofchunks,aimingtopromotethefluencyandauthenticityoflanguageoutputinEnglishteaching.
【Keywords】chunks;corpus;Englishteaching
Introduction
Lexicalstudyliesnotonlyintheexpansionofvocabularybutalsointheextensionofitsrangeanddepth.Asforthefrequently-usedwords,masteringthespelling、pronunciation、andmeaningisonlythetipoficebergforlexicalacquisition.Mainlythetraditionallexicalteachingismeaning-driveninourcountry,therefore,inordertoenlargetheirvocabulary,studentsjustmemorizewordsandexpressionswiththeChinesemeaningaccordinglyinsteadoftheinteriorcharacteristicswhentheyoccur.Theyneglectthedepthdevelopmentofvocabulary,whichresultsinthefailureofusingvocabularyevenafterseveralyearsofEnglishlearning.
Inthesedays,moreandmoreresearchershavenoticedtheimportanceofvocabularydepth.AccordingtoBeckerin1975,toinputandoutputlanguageisnotbasedonusingonesingleword,butmakinguseofchunksthatprefabricateinthebrainofhuman.Thechunksarethesmallestunitwhencommunicationtakesplace.
Theresearchofchunksplaysacriticalroleinguidingforeignlanguageteaching.Sohowtopromotelearners’languageoutputwiththehelpofcorpus-basedstudyofchunks?
Inthisarticle,bycomparingandanalyzingthelanguageoutputdifferencesbetweennativelanguageusersandtargetlanguagelearners,corpusconcordanceanalysiswillbeusedforempiricalresearchinthelanguageteaching,soastopromotefluentandauthenticlanguagewhenconductingteachingactivities.
1.ChunksApproachTheory
Chunksnamelyarecombinationofwords.ThedefinitionofchunksgivenbyPuJianzhongisthat:
Chunkisapoly-wordsunitwhichisspecificallystructured,conveysacertainmeaning,prefabricatesinhuman’sbrainandcanbefrequentlyused.Theyincludeidioms、expressionsandcollocationsaswell.AccordingtoLewis,chunksusuallyrefertotwoormorewordscombinationthatareseenaswholesorchunkswithoutfurtheranalysis.Theyarerawmaterialsforlanguagelearning,whichcanbeobservedandnoticedbylearnerstoacquirethelanguagepattern. Traditionallexicalteachingplacesgreatemphasisonthepronunciation、spellinganditsmainusageofanewwordbyexplainingandillustratingit.Thisistotallyteacher-centered.ThuswhenreadinganEnglisharticle,learnersoftenfallintoapuzzle:
It’seasytounderstandeverysinglewordinasentence,includingitspartofspeech、spelling、pronunciationandmeaning;whenitcomestotheunderstandingofthewholesentencecombinedbythesewords,itbecomesratherdifficult.Manyfactorsareresponsibleforthisunderstandingdifficulty,suchasseveralmeaningsofaword,thepartsofspeech,andoneimportantfactorliesinchunks.Tosomeextent,beingunabletorecognizethechunkcombinedbyseveralwords,andtryingtoseparatethechunkwhenmakingcomprehensiondefinitelyhindertheunderstandingforthetext.Thiscomprehensiondifficultyandslowreadingspeedisdirectlyorindirectlyrelevanttolearners’abilityofmasteringchunks.ThisisalsothecaseinEnglishwriting.That’swhyChineselearnersmakethephraseslike“learnknowledge”、“entersociety”、“reachallaims”.
IntheworkLexicalApproachLewisconcludedthat:
“Languageconsistsofgrammaticalizedlexisnotlexicalizedgrammar.”Thisconclusionoverturnedthetraditionalconceptthatlanguageconsistsinbothgrammarandlexis,thusestablishedlexisasthefoundationoflanguage.Lexisarenotseparatedfromgrammar,butareintegratedintoabiggerphrase---chunkundertheguidanceofspecificgrammarandsemantics.Therefore,theemphasisofforeignlanguageteachingandlearningshouldbeputonthechunksthatoccurfrequentlyinlanguagecommunication.Bymeansofchunksapproach,wecanputtheactivewordsintothecontextandgiveathoroughconsiderationtothesituation,thenthesechunkscanbenoticedandlearnedappropriately.
2.CorpusandTheLexicalChunksApproach
Acorpusisacollectionofnaturally-occurringlanguagetext,chosentocharacterizeastateorvarietyofalanguage.(Sinclair1991:
171)andacollectionofmachine-readableauthentictextwhichissampledtoberepresentativeofaparticularlanguageorlanguagevariety.(McEneryandWilson2006:
5).Inshort,acorpusisalargecollectionofwrittenorspokentextsthatisusedforlanguageresearch.Withthesuperiorityofitslargecapacity、authenticlanguagematerials、quickandaccurateconcordance,etc.corpusplaysasignificantroleinlanguageteachingandlearning. Firstly,it’sbeneficialtodeveloplearners’intelligencewhenusingcorpustoobserveandanalyzelanguagematerials.Becauseofthelargeamountsofauthenticexamplesandcontextspresentinginfrontoflearners,corpusmakeslearners’attentionspanlastlonger,whichishelpfultoenhancememory、acquiretheunderstandingandsummarizeregularpatterns.Secondly,theapplicationofcorpusinEnglishteachingandlearningishelpfultostudents’autonomouslearningmodel,anditwillactivatestudents’languageconsciousnessandsensitivity.Themodelofdata-drivenlearningoffersapresuppositionforinductionlearningstrategy,foreffectivelanguagelearningisaprocessofexploringthelanguage.
Corpuscanpromotethelexicalchunksstudymainlythroughconcordance.Corpusconcordanceanalysisisthemostbasicanalysismeansforcorpus.ThemostcommonformisKWIC(KeyWordsinContext).Aftersettingupthenodeword,thecomputerwillmakeuseofconcordancetooltosearchforthesentencesthatincludethenodeword,andpresentthemintheformofplacingthenodewordinthemiddle.Thismayrangefromseveralwordsbesidethenodewordtothewholesentenceorparagraphwhichcontainsthenodeword.Aswecanseeitinthisway,corpusconcordancenotonlycanassistlearnerswithnoticingthenodeword’schunkmodel,butalsoprovidedifferentcontextsforcorrespondingchunks.Hence,learnerscanobtaingoodunderstandingandtheauthenticusageofvocabularyinrealsituation.
Learnerscanachievedata-drivenlearningbymakinguseofcorpusconcordanceanalysisaswell,whichembodiesstudents-centeredlearning.Toselectthefrequently-usedvocabularyfromlarge-scalerawcorpusandtoacquirethemostbasicusageandmostcommoncollocationofthemcanmakestudentstrulyunderstandandmastertheauthenticwayofusingvocabulary.Therefore,aftermakinguseofthecharacteristicscomparisonanalysisbetweennativelanguageandtargetlanguageusing,wecangaintheanalysisresultandthentakeadvantageofittoguidelanguagelearningandimproveclassroomteaching.Inacertaindegree,corpus-basedstudyoflexicalchunkscancomparefavorablywithnatural-surroundingslanguagelearningintermsoflearningeffectiveness.
3.TheApplicationofCorpus―basedLexicalChunksApproachinEnglishTeaching
3.1Corpus-basedlexicalchunksapproachandteachers’languageteaching.Accordingtothetraditionalforeignlanguageteachinginourcountry,thelexicalteachingisjusttoteachstudentsthesingleword,whichusuallyresultsintheseparationof“wood”and“forest”.Meanwhile,thereisaconnectionbetweenawordandothersfromtheaspectsofpronunciation,formandmeaning.Thisconnectionwillbeneglectedifwesimplylearnasinglewordseparately.Nowadays,wecangetaquickaccesstoallauthenticexamplesofawordoraphrasebymeansofmoderncomputertechnology,andadduptheoccurringfrequencyofacertainwordorphrase.Inthiscase,teachersthemselvescanestablishanaccurateandoverallrelationshipamongwords,andacquirethemeaningandusageofeverylanguageinpracticalcommunication. Let’stakethenoun“survey”forexamplehere.Commonly-useddictionariesalllistoutthecollocationof“makea(general)surveyof”.Butafterwesearchfor“survey”and“surveys”asthekeywordinthecorpus,thecollocationbetween“make”and“survey”neveroccurs.Thesearchresultshowsthatthemostfrequentcollocationisconduct/carryoutasurvey,andmorepassiveformsareusedthanactiveforms.
TraditionalEnglishtextbookisgrammar-structured,butthecontemporarycommunicationtechniquesaimsforpracticalusewhenconductinglanguageteaching.Sothelexis,grammarandtopicsarecategorizedintermsoftheirfrequencyintheprocessofreallanguageusing.Beforetheuseofcorpus,it’srathertoughandcomplicatedtoputthefrequencyinorder;butthisjobbecomeseasyandaccuratewiththeassistanceofcorpus.
Forinstance,intraditionalteachingtomodals,it’susuallythoughtthattheorderofthemshouldbeputlike“can?
Cmay?
Cmust?
Cshall?
Cwill?
Cshould?
Cwould”.WhileaftersearchingfortheminnationalEnglishcorpus,wegetanearlyoppositeorderfromtheabove.Theresultindicatesthat,themostcommonmodalinEnglishis“would”ratherthan“can”.Soifwegivesomeconsiderationtotherealdistributionofthesewordswhencomposingtextbookanddesigningteachingplan,wecanteachthemostcommonwordsfirstlyandhelpstudentstolearnandusethemfrequentlyinanativeway.It’sbettertoarousestudentsmotivationforstudyandconnectlanguagelearningwithlanguagecommunicationfirmly.
Inb
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