Chapter One Introduction
1.1 Research Background
近年来，词汇束的探讨一直到picsin运用语言学探讨的热点之一。对语言使用的词法束的重要性，许多探讨者提出了他们的意见。刘易斯（1993）指出，未经略论的块，收购有用的词汇，是语言的基础。语文能力不仅共计有个别单词的知识，而且还掌握了大量的词汇捆绑。科尔特斯（2017）指出，词汇捆绑能力是它可以测试一个人的英语能力在语言使用的词法束的测量之一。词汇捆绑发挥了重要影响的第一语言（以下简称李）扬声器的语言使用，“约70％的日常口语表达的词汇0捆”李扬声器（阿尔滕贝格辛克莱，1991年，1998年;; Nattinger Decarrico组成，麦卡锡1992年，1997年，海沃氏，1998年; WRAY，2017），这意味着很容易的H扬声器聘请了大量的预制序列，英语论文网站，而不是连接在一起的话，每次重新。In recent years, the study of lexical bundles has been one of the hot research topicsin applied linguistics. Many researchers have proposed their views towards theimportance of lexical bundles in language use. Lewis (1993) pointed out that useful lexis,acquired as unanalyzed chunks, is the basis of language. Language proficiency consistsof not only the knowledge of individual words but also the mastery of a large number oflexical bundles. Cortes (2017) stated that lexical bundles competence is one of themeasurements which can test one's English proficiency of lexical bundles in languageuse. Lexical bundles play an important role in first language (hereafter abbreviated as LI)speakers' language use, “about 70 percent daily oral expressions are composed of lexical0bundles" for LI speakers (Altenberg, 1998; Sinclair, 1991; Nattinger & Decarrico, 1992;McCarthy, 1997; Haworth, 1998; Wray, 2017). It means that H speakers are prone toemploy a large number of prefabricated sequences rather than the words connectedtogether anew every time.
它也被普遍认为词汇捆绑语言习得中扮演一个重要的角色，李和L2（以下简称L2）扬声器。Nattinger＆DeCarrico的（1992）声称，将语法与词汇的词汇束应高度重视语言教学。探讨人员认为，L2学生应该深刻注意词汇捆绑，因为缺乏足够的知识词汇捆绑收购。 （刘易斯，1993年，考伊豪沃思，1996年豪沃思，1998年，1992年Nattinger Decarrico; WRAY，2017）。波利赛德（1983）指出，在英语语言。母语一样流利程度的剧目词汇捆绑，通过收购实现，因为存在大量的词汇序列李扬声器中存储了大量的词汇短语准备可以在他们的脑海中快速检索。学习者难以一个词母语的流利程度，英语论文题目，部分原因是因为他们没有在他们的脑海中大量的词汇短语李扬声器做用。此外，在二语习得词汇捆绑的重要性已经逐渐意识到，在中国的专家。探讨人员调查了词法束从各种不同的观点。马（2017）专注于有特征研之间的船舶的能力词汇束和L2学生的写作能力。浦（2017）和迪奥（2017年）旨在调查中国学生的词汇捆绑能力。理论研究水平上，更多的中国探讨人员还探讨这个话题。It has also been widely acknowledged that lexical bundles play a significant role inlanguage acquisition for both LI and L2 (hereafter abbreviated as L2) speakers.Nattinger & DeCarrico (1992) claimed that lexical bundles which integrate grammarwith lexicon should be attached great importance to language teaching. Researchersbelieved that L2 students should give profound attention to lexical bundles because ofinadequate acquisition in the knowledge of lexical bundles. (Lewis, 1993; Cowie &Howarth, 1996; Howarth，1998; Nattinger & Decarrico, 1992; Wray, 2017). Pawley &Syder (1983) stated that a large number of lexical sequences exist in English language.The native-like fluency is achieved through the acquisition of a repertoire of lexicalbundles, because LI speakers have stored a large number of lexical phrases which areready-made and can be retrieved quickly in their mind. L2 learners can hardly achievenative-like fluency partly because they do not have the large number of lexical phrases intheir minds as LI speakers do. Furthermore, the importance of lexical bundles in L2 acquisition has been gradually realized by experts in China. Researchers investigatedlexical bundles from different kinds of perspectives. Ma (2017) focused on therelationship between the competence of lexical bundles and L2 student's writing ability.Pu (2017) and Diao (2017) intended to investigate Chinese students' competence of‘lexical bundles. More Chinese researchers still studied this topic on the level oftheore
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