The Study of the Relationship between Lexical Chunks and the Development of Non-English Major Learners’ Oral Fluency
|School||Liaoning Normal University|
|Course||Curriculum and Pedagogy|
|Keywords||Chunks Lexical Approach Non-English Majors The development of second language fluency|
In recent years, the study of a second language output word block has become the focus of Second Language Acquisition Research. Regrettably, however, is this: Few studies chunks learners and non-English majors relationship between oral fluency. In this study, the angle from chunks to Levelt (1993) speech production model and Anderson (1983) cognitive skills development model as the theoretical basis to discuss the word block and the relationship between oral fluency. In this experiment, a Dalian Polytechnic proceed. There are two classes of students participated in this experiment were the experimental group and the control group. And each group selected 15 subjects received oral test. The experiments take the form of verbal expression improvisation proposition for oral fluency subjects were tested twice. Interval of one semester. Researchers utilized in the experimental group presented by the Nattinger and DeCarrico Chunk pedagogy and its done slightly amended. Oral fluency test using Towell (1996), who proposed timing indicators to measure. Timing indicator mainly includes five elements: rate of speech, pronunciation rate, phonation time ratio, average length and average language flow pauses long. This study is to answer two research questions: Question 1, after teaching theory to guide practice in this study, whether oral fluency of learners has improved significantly? Question 2, chunks can significantly increase the use of oral fluency in English Learners ? The results showed that: (a) in the development of oral fluency, the use of the word blocks plays a very important role, especially in the average pause length indicators, its effect is more obvious. In the present study, the authors found that subjects' oral fluency improved significantly. This conclusion Towell et al's findings are consistent. (2) Although the second language learners in the rate of speech has improved significantly, but in the pronunciation of speed and did not show a corresponding increase. (3) application of the word in the foreign language classroom blocks can not only improve second language learners oral fluency, but also to reduce the individual differences between learners. According to the experimental data show that: the experimental group subjects in the pronunciation of words flow velocity and average length of side showed no significant improvement. However, compared with the control group, the experimental group had shorter average pause length, speed and phonation time becomes faster than both. Therefore, the authors conclude: In addition to pronounce words flow velocity and average length, the word block of speech, phonation time ratio and average pause length with non-English learners oral fluency positively correlated. The results showed that: the use of lexical chunks can improve subjects' oral fluency. Different oral fluency indicators showed a different correlation. This study is only right word block with non-English majors, the development of oral fluency made an initial attempt.