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1、 CHUNK COMPETENCE, CHUNK LEARNING STRATEGY AND LANGUAGE PROFICIENCY By Zhang Jiejun Under the supervision of Dr. Hu Jian A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the School of Foreign Studies Anhui University April 2009 i Acknowledgements My d
2、eepest feelings of gratitude and indebtedness are to my supervisor, Dr. HuJian, for her tireless and careful reading through each chapter of my dissertation, for her insightful direction and enlightening suggestions, and for her constant encouragement. Without her patient instructions, the completio
3、n of the thesis would have been impossible. I am also grateful to all the teachers who have taught me in the School of Foreign Studies of AnHui University. They have enlightened me with their profound knowledge and wonderful lectures. Special thanks are extended to Prof. Hua Quankun, Prof. Zhu Yue,
4、Prof. Zhou Fangzhu, Prof. Zhang Ming, Prof. Zhu Xiaomei, Dr. Zhang Hongxia and Dr. Yang Ling. My thanks also go to the students from the School of Materials and Chemical Engineering at Anhui University of Architecture, who have worked as my subjects and have cooperated with me very well. I am also i
5、ndebted to my colleagues and classmates for their support and sharing their academic opinions. Finally, I would like to express my heart-felt gratitude to my family who have been supporting me and give me constant encouragement for their love and help in daily life. ii Abstract Researches in linguis
6、tics show that a large number of fixed and semi-fixed structures exist in natural language. Many researchers have realized the fact that language users do not rely solely on grammatical rules and words to construct sentences and discourses. “Lexical chunk” has gained increasing attention from lingui
7、sts and more and more researchers have come to realize the importance of lexical chunks in foreign language teaching. Theoretically speaking, study on chunks can contribute to foreign language teaching. However, most current researches on lexical chunks remain on the level of theoretical discussion
8、and leave many practical problems unexplored. What is more, few researches have touched upon chunk learning strategies and few have chosen non-English majors as subjects. So it is necessary to conduct the present study. This study makes an investigation into non-English majors chunk competence and c
9、hunk learning strategy, explores the relationship between chunk competence, chunk learning strategy and language proficiency, aiming to find some implications on foreign language teaching from the students chunk competence and their use of chunk learning strategy. The study chooses 109 subjects from
10、 Anhui University of Architecture as subjects. It consists of a survey on chunk competence and a questionnaire on chunk learning strategy. It takes CET4 as an indication of language proficiency and each part an indication of discrete language skill. The study tries to answer the following questions:
11、 1. What is non-English majors chunk competence like? What is the relationship between chunk competence and language proficiency? 2. What chunk learning strategies do non-English majors use? What is the relationship between chunk learning strategy and language proficiency？ Based on the data analysis
12、, we come to the following conclusions: 1. Non-English majors chunk competence is far from satisfactory. Chunk iii competence is positively correlated with language proficiency and discrete language skills. 2. The most frequently used chunk learning strategy is memory strategy, followed by metacogni
13、tive strategy, cognitive strategy, social strategy and determination strategy. All of the five types of chunk learning strategies demonstrate significant correlations with language proficiency. The present thesis is composed of five chapters. Chapter one is the introduction, depicting the origin of
14、the study, the necessity and significance of the study, the objectives and organization of the study. Chapter two is a literature review which introduces previous studies on chunks, the implications of chunks for second language acquisition, some relevant studies on lexical chunks at home and abroad
15、, some important notions in this thesis, providing the basis for further study. Chapter three describes the methodology of the research, including research questions, subjects, instruments, data collection as well as data analysis. Chapter four explores in detail the results and findings presented in the previous chapter. Chapter five reports the major findings of the study and provides some suggestions for future study. Key words: chunk competence; chunk learning strategy; language proficiency iv 摘要摘要 语言学研究表明，在自然语言中存在着大量的单词的固定组合及半固定组 合形式。不少研究者已经意识到：语言使用者往往不单纯依赖语法规则和单词 来构建句子和
