It has been widely acknowledged that vocabulary is central to language acquisition; however, vocabulary teaching in college classrooms does not seem quite fruitful. Students' oral and wriuten discourse reveals surprisingly high rate of deviant usages. A scientific and effective way of teaching and learning vocabulary is therefore strongly desired. This essay explores a comparatively new approach — 'chunking', which is considered as the key to an understanding of how language works. Theoretical underpinnings of this approach suitable for college classrooms are examined before suggestions and pedagogical implications are made as to how to raise students' chunking awareness.
本文基于中国学生口语语料库SECCL(Spoken English Corpus of Chinese Learners)以及BNC(British National Corpus)口语语料库,在两个语料库中分别对Excuse me,I apologi*(1),以及I’m/am sorry(2)三个道歉语进行检索,并借助中介语对比分析方法,从频率,类联接,语义三方面探究中国英语专业学生与英语本族语者在使用这三个道歉语时的特征与差异,并对造成双方道歉语使用差异的原因进行分析解释,最后尝试给出对英语专业口语教学的启示。
