英语写作教学需要实践,也需要理论。对二语/外语教学而言,有必要重申语言本体研究的重要性。而“字词句”层面的深度研究,最能体现其要旨所在。为此,我们结合“英语学习者写作语料库”和“英语学习小百科资源库”的建设工作,透过构式语法词汇、语法、语义“一体化”的研究视角,分别从用法研究和纠错分析两个层面,探讨了如何通过“字词句”层面的本体化研究,来提高英语写作教学实效性的问题。
The teaching of English writing has much to do with theory and methodology. It is claimed in this paper that English study can help language instructors explore deep knowledge resources in lexis, usage and syntax. Based on the work in developing a learner corpus and a teaching resources bank, this study took a cognitive linguistic perspective and examined issues related to English writing within a three-in-one framework (i.e., lexis, usage and syntax). To achieve this goal, usage-based data and error-analysis approaches were used.
Biber, D., S. Hohansson, G. Leech, S. Conrad & E. Finegan. 2000. Longman Grammar of Spoken and Written English(《朗文英语口语和笔语语法》)[M]. 北京:外语教学与研究出版社/Pearson Education Limited.
Bley-Vroman, R. 1989. What is the logical problem of foreign language learning? [A] . In S.M. Gass & J. Schachter (eds.). Linguistic Perspectives on Second Language Acquisition [C]. New York: Cambridge University Press. 41-68.
Boers, F. 2013. Cognitive linguistic approaches to teaching vocabulary: Assessment and integration [J]. Language Teaching 46 (2): 208-224.
EFCAMDAT. 2016. EF-Cambridge Open Language Database[DB/OL]. https://corpus.mml.cam.ac.uk/efcamdat/
Ellis, N.C. 2005. At the interface: Dynamic interactions of explicit and implicit language knowledge [J]. Studies in Second Language Acquisition 27 (2): 305–352.
Ellis, N.C., U. Römer & M.B. O'Donnell. 2016. Usage-based approaches to language acquisition [J]. Language Learning 66 (Supplement 1): 23-358.
Erman, B. & B. Warren.2000. The idiom principle and the open choice principle [J]. Text 20 (1): 29-62.
Jarvis, S. 2013. Defining and measuring lexical diversity [A]. In S. Jarvis & M. H. Daller (eds.). Vocabulary Knowledge: Human Ratings and Automated Measures [C]. John Benjamins.13-44.
Nida, E.A. 1998. Understanding English (胡壮麟、黄倩译)[M]. 北京:外语教学与研究出版社.
Ragheb, M. & M. Dickinson. 2011. Avoiding the comparative fallacy in the annotation of learner corpora [A]. In G. Granena, J.Koeth,S. Lee-Ellis, A. Lukyanchenko, G. P. Botana & E. Rhoades (eds.). Selected Proceedings of the 2010 Second Language Research Forum: Reconsidering SLA Research, Dimensions, and Directions [C]. Somerville: Cascadilla Proceedings Project. 114-124.
Safire, W. 2004. The Right Word in the Right Place at the Right Time: Wit and Wisdom from the Popular “On Language” Column in the New York Times Magazine [M]. New York: Simon & Schuster.
Schleppegrell, M. J. 2016. Series editor's foreword [J]. Language Learning 66 (Supplement 1): 15-17.
Sheen, Y. 2010. The role of oral and written corrective feedback in SLA [J]. Language Learning 32 (2): 169-179.
Swift, J. 1720. Proper words in proper places, make the true definition of a style. Letter to a Young Clergyman [J/OL]. [2017-01-09].https://en.wikiquote.org/wiki/Jonathan_Swift
Twain, Mark.1868. Letter to Emeline Beach [J/OL]. [2017-03-08]. https://georgewbushwhitehouse.archives.gov/firstlady/initiatives/twain.html
Wray, A. 2002. Formulaic Language and the Lexicon [M]. Cambridge: Cambridge University Press.
胡壮麟. 2011. 谈中国外语教育30年 [J]. 天津外国语大学学报 (4): 1-7.
李赋宁. 2005. 学习英语与从事英语工作的人生经历 [M]. 北京:北京大学出版社.
杨永林、丁韬. 2016. 互联网+时代,英语写作怎么教? [J]. 外语研究 (1): 60-63.
