如何提高学生的英语口语表达.doc

1、IABSTRACTENGLISHASATOOLFORLEARNINGANDCOMMUNICATINGHASANINCREASINGAPPLICATIONINCONTEMPORARYCHINAHOWEVER,THECURRENTORALENGLISHTEACHINGSITUATIONISNOTQUITESATISFACTORYFORMOSTCOLLEGESTUDENTS,LISTENINGANDSPEAKING,OCCUPYINGTHEPREDOMINANTPLACEINDAILYCOMMUNICATION,HAVEBECOMETHEBIGGESTBARRIERINENGLISHLEARNING

2、DRAWINGONRELEVANTTHEORETICALANDEMPIRICALRESEARCHESINTHEFIELDSOFLINGUISTICS,PEDAGOGICSANDPSYCHOLOGY,THISPAPERELABORATESONTHEBASICPRINCIPLESOFHOWTOIMPROVEORALENGLISHANDPROPOSESSOMEEFFECTIVELEARNINGANDTEACHINGSTRATEGIES,AIMINGATIMPROVINGSTUDENTSORALCOMMUNICATIVECOMPETENCETHEMAINCONTENTSOFTHISPAPERAREAS

3、FOLLOWSFIRSTLY,THISPAPERREVIEWSTHERELATIVESTUDIESINTHERECENTDECADE,EXPOUNDSTHEBACKGROUNDSECONDLY,ACCORDINGTOTOPIC,THESUBJECTSWEREPRESENTEDWITHFOURPROBEMETHODTHELEXICALPHRASESANDSPOKENLANGUAGEPROFICIENCYOFENGLISHMAJORSACTIVEVOCABULARYANDLEARNINGOFSTUDENTSORALENGLISHCHINESEEFLLEARNERSORALCOMMUNICATION

4、STRATEGIESANDLEARNINGOFSTUDENTSORALENGLISHCOOPERATIVEGROUPWORKANDIMPROVEMENTOFSTUDENTSSPEAKINGABILITYBASEDONTHEANALYSIS,EACHPARTDRAWSACONCLUSIONFINALLY,THEPAPERDISCUSSESSOMELIMITATIONSANDFUTURERESEARCHDIRECTIONSKEYWORDSORALENGLISHLEXICALPHRASESACTIVEVOCABULARYCOOPERATIVEGROUPWORKII摘要英语作为一种国际语言已成为各个国

5、家学习和交流的工具，在当代改革开放的中国英语也得到越来越广泛的应用。对于大学生而言，其口语交际能力的培养尤为重要。然而现实与理想总有一定的差距，当代中国大学生的口语表达能力却不尽如意，在日常交际中所占比重最大的“听说”能力已成为大学生英语学习的最大障碍。本文通过借鉴语言学、教育学、心理学的相关理论与实践经验，向大家阐述了当今学生口语学习中出现的各种问题及原因，进而提出了提高学生英语口语表达的必要性和有效方法，旨在有效提高大学生的口语交际能力，改善当今中国英语口语学习的现状。本文主要包含以下内容首先阐述研究背景，总结国内外研究现状；其次，针对主题从词汇短语与英语专业学生口语水平的研究，积极词汇与

6、学生口语学习的研究，中国大学生口语交际策略与英语口语表达的研究，小组合作训练与学生口语能力的提高等四方面做了探索总结，然后得出了结论。最后提出本次研究的不足及未来的研究方向。关键词英语口语；词汇短语；积极词汇；小组教学IIITABLEOFCONTENTSINTRODUCTION4LITERATUREREVIEW621THELEXICALPHRASESANDSPOKENLANGUAGEPROFICIENCYOFENGLISHMAJORS6211THEDEFINITIONOFLEXICALPHRASE6212THESIGNIFICANCEOFLEXICALPHRASES722ACTIVEVOCAB

7、ULARYANDSTUDENTSSORALENGLISH9221THEDEFINITIONOFACTIVEVOCABULARY9222THEUSEOFACTIVEVOCABULARYINCHINA923CHINESEEFLLEARNERSORALCOMMUNICATIONSTRATEGIESANDORALENGLISH10231SOMEKNOWLEDGEABOUTCOMMUNICATIONSTRATEGIES10232THEUSEOFCOMMUNICATIONSTRATEGIES1224COOPERATIVEGROUPWORKANDIMPROVEMENTOFSTUDENTSSPEAKINGAB

8、ILITY12241SOMEKNOWLEDGEABOUTCOOPERATIVELEARNING12242INTRODUCTIONOFANEXPERIMENT13APPLICATION1531MAJORRESEARCHFINDINGSANDIMPLICATIONS1532THELIMITATIONSANDRECOMMENDATIONSFORFURTHERSTUDY15CONCLUSION16WORDSCITED17ACKNOWLEDGEMENTS19辽宁师范大学本科生毕业论文（设计）第4页INTRODUCTIONTHETEACHINGOFENGLISHHASALWAYSBEENFOCUSEDON

9、THEFOURMAINAREASLISTENING,SPEAKING,READINGANDWRITINGINCHINA,ITISALONGTIMEHELDTRADITIONTHATAGREATEMPHASISISPUTONTHETEACHINGOFGRAMMARWITHANVIEWOFMEETINGTHEDEMANDSOFDIFFERENTKINDSOFEXAMINATIONS,FOREXAMPLETHECOLLEGEENTRANCEEXAMINATIONANDTHEPOSTGRADUATEENTRANCEEXAMINATION,CET4,CET6ANDSOONITISADMITTEDWITH

10、NODOUBTTHATCHINESEENGLISHLEARNERSREALLYDOAVERYGOODJOBINENGLISHEXAMINATIONSATTHESAMETIME,THEYAREALSOGOODATLISTENINGTOSOMEENGLISHMATERIALS,PROFICIENTINPRODUCINGEXCELLENTENGLISHARTICLESANDEVENUNDERSTANDTHEELUSIVEENGLISHPASSAGESMUCHBETTERTHANNATIVESDOHOWEVER,ITISACKNOWLEDGEDTHATMOSTCHINESEENGLISHLEARNER

11、SARECONFUSEDBYSUCHAFACTTHATEVENIFTHEYSTUDYENGLISHFORMORETHAN6YEARSORMAYBELONGERRELENTLESSLY,EVENIFTHEYSCOREHIGHINDIFFERENTKINDSOFENGLISHEXAMINATIONS,WHENTHEYAREPUSHEDINTOAREALTIMESITUATIONWHICHREQUIRESTHEMJUSTTOOPENTHEIRMOUTHTOSAYSOMETHING,WHATTHEYCANMERELYDOISTOSCRATCHTHEIRHEAD,ONLYTOFINDTHATTHEYCA

12、NNOTCOMEUPWITHANYTHINGAPPROPRIATEEVENIFSOMETHINGISUTTERED,ITISLATERTURNEDOUTTOBESOMETHINGNONNATIVEWHICHISKNOWNTOALLASCHINGLISH,SUCHAS“YOUGOORNOGO,YOUNOGOIGO”ANDSOONSUCHANONNATIVEEXPRESSION,OFCOURSE,ISNOTTHEULTIMATEGOALOFENGLISHTEACHINGANDLEARNINGWITHTHEDEVELOPMENTOFCORPUSLINGUISTICSANDPSYCHOLOGICALL

13、INGUISTICS,MANYRESEARCHERSAREABLETOSTUDYALARGEAMOUNTOFREALTIMECOMMUNICATIONDATAANDTHROUGHTHEIRRESEARCHES,THEYREVEALEDTHATLEXICALPHRASESORSIMILARSTRUCTURESAREUBIQUITOUSINLANGUAGEANDPLAYVERYIMPORTANTROLEINNATIVESPEAKERSOUTPUTWHETHERINSPOKENORWRITTENFORMTHESESTRUCTURESACTUALLYMAKEUPALARGEPROPORTIONOFAN

14、YDISCOURSEINCHINA,RESEARCHESINTOTHESTUDYOFORALENGLISHAREGRABBINGMANYRESEARCHERSATTENTIONANDALOTOFEXPERIMENTSARECONDUCTEDTOREVEALTHERELATIONSHIPBETWEENLEXICALPHRASESANDLANGUAGEPRODUCTION,WHETHERINSPOKENFORMORINWRITTENFORMSOMEREPRESENTATIVEANDPIONEERINGRESEARCHERSINTOTHELEXICALPHRASESINCHINADOINDEEDPR

15、ESENT辽宁师范大学本科生毕业论文（设计）第5页AMUCHWIDERHORIZONANDTHEIRRESEARCHESAREREALLYINSPIRINGSUCHASWEINAIXING2002CONDUCTEDACORPUSBASEDRESEARCHTOEXAMINETHEVERBCOLLOCATIONSPUJIANZHONG2003STUDIEDTHECOLLIGATIONS,COLLOCATIONSANDCHUNKSINTHEVOCABULARYTEACHING辽宁师范大学本科生毕业论文（设计）第6页LITERATUREREVIEW21THELEXICALPHRASESANDSPOKE

16、NLANGUAGEPROFICIENCYOFENGLISHMAJORSLEXICALPHRASESAREGRADUALLYGAININGWIDEATTENTIONFROMTHERESEARCHERSALLOVERTHEWORLDAWORDISKNOWNBYITSCOMPANYTHERELATIONSHIPBETWEENWORDSISHELPFULFORFOREIGNLANGUAGELEARNERS211THEDEFINITIONOFLEXICALPHRASEALTHOUGHLEXICALPHRASESHASALREADYAROUSEDGREATINTERESTINTHEFILEDOFAPPLI

17、EDLINGUISTICS,THEREISSTILLNOCONSENSUSABOUTTHEDEFINITIONABOUTITMAYBEDUETOITSDIVERSITYTHEDIVERSITYLIESINTHELENGTHITCANBELONGNONEWSISGOODNEWSORSHORTHELPITCANBEFIXEDBYTHEWAYORNONFIXEDTOSOMEEXTENDTOAGREATEXTENTITSMEANINGCANBECONVENTIONALIZEDRAINCATSANDDOGSORFURTHERDERIVEDBASEDONGRAMMATICALRULESITSEEMSTOM

18、ETHATETCINADDITION,WHILEDOINGTHESPECIFICEXPERIMENTS,RESEARCHERSWILLONLYFOCUSONONLYONEORTWOFEATUREOFLEXICALPHRASESTOAGREEWITHTHEIROWNRESEARCHESTHEREFORE,MANYRESEARCHERSADOPTDIFFERENTKINDSOFCONCEPTSTODESCRIBETHESAMESTRUCTURESWHICHTAKETHESAMEROLEINDISCOURSETHOUGHTHEMOSTWIDELYACCEPTEDANDUSEDDEFINITIONSA

19、READVANCEDBYNATTINGERANDDECARRICOANDWARY“WEDEFINEDLEXICALPHRASESASFORM/FUNCTIONCOMPOSITES,LEXICOGRAMMATICALUNITSTHATOCCUPYAPOSITIONSOMEWHEREBETWEENTHETRADITIONALPOLESOFLEXICONANDSYNTAXTHEYARESIMILARTOLEXICONINBEINGTREATEDASUNITS,YETMOSTOFTHEMCONSISTOFMORETHANONEWOREANDMANYOFTHEMCAN,ATTHESAMETIME,BED

20、ERIVEDFROMTHEREGULARRULESOFSYNTAX,JUSTLIKEOTHERSENTENCES”NATTINGERDECARRICO,199236NATTINGERANDDECARRICOEMPHASIZEDTHEPRAGMATICNATUREOFLEXICALPHRASESANDASSIGNEDPARTICULARFUNCTIONSTOLEXICALPHRASESINTHEIROPINION,LEXICALPHRASESARENOTSIMILARTOFROZENFORMSOROTHERCONVENTIONALIZEDFORMSBECAUSELEXICALPHRASESARE

21、USEDTO辽宁师范大学本科生毕业论文（设计）第7页CARRYOUTCERTAINFUNCTIONS,SUCHASGREETING,EXPRESSINGGRATITUDEANDSOONWARY20029,HOWEVERDEFINEDHERLEXICALPHRASESINTHISWAY“ASEQUENCE,CONTINUOUSORDISCONTINUOUS,OFWORDSOROTHERELEMENTS,WHICHIS,ORAPPEARSTOBE,PREFABRICATED,THATISSTOREDANDRETRIEVEDWHOLEFORMMEMORYINTHETIMEOFUSE,RATHERTH

22、ANBEINGSUBJECTTOGENERATIONORANALYSISBYTHELANGUAGEGRAMMAR”WARYSDEFINITIONSTRESSEDTHATSUCHASEQUENCESHOULDBESTOREDANDRETRIEVEDWHOLEFROMMEMORYFROMTHEPSYCHOLOGICALLINGUISTICASPECTOFCOURSES,THEREISALSOOTHERRESEARCHERSWORKOUTTHEDEFINITIONOFLEXICALPHRASES,TONAMEJUSTAFEW212THESIGNIFICANCEOFLEXICALPHRASESTHES

23、IGNIFICANCEOFLEXICALPHRASESINEFLCANBESUMMARIZEDASFOLLOWS1AVOIDINGMOTHERTONGUEINTERFERENCEBASEDONTHESLARESEARCH,WHATCHINESEENGLISHLEARNERSUSEMOSTDURINGTHEPROCESSOFENGLISHLEARNINGISINTERLANGUAGEYAN,2003,SUCHASTHEMISUSEOFLEXICALPHRASESOF“ALLTHEFURNITURES”AND“GOTOABROAD”INTHEPRESENTPAPERTHEMISUSEOFTHESE

24、LEXICALPHRASESISTHERESULTOFINTERFERENCEFROMMOTHERTONGUEINADDITION,GRANGER1998HASSTATEDTHATMOTHERTONGUEISIMPORTANTINACQUISITIONANDACCURATEUSEOFCOLLOCATIONINSECONDLANGUAGEHOWEVEREMPHASIZINGANDADOPTINGLEXICALPHRASESTEACHINGCANHELPTHELEARNERSABANDONTHETRADITIONALWAYOFLEARNINGVOCABULARY,WHICHREFERSTOMEMO

25、RIZINGTHEPRONUNCIATION,THESPELLINGANDITSLITERALMEANINGOFEACHWORDGRADUALLY,LEARNERSWILLDEVELOPTHEABILITYTOMEMORIZEANDUSETHEWORDASSOCIATIONSWHILEUSINGTHELEXICALPHRASES,THELEARNERSSHOULDALSOPAYFULLATTENTIONTOTHESELFREFLECTIONANDSELFMONITORTOBLOCKTHEMOTHERTONGUEINTERFERENCEAWAYJUSTASMSWAN2005HASPUTIT,TH

26、EMORESENSITIVETHELEARNERSARETOTHEDIFFERENCESANDSIMILARITIESBETWEENL1ANDL2,THEMORELIKELYTHEYARETOADOPTEFFICIENTVOCABULARYLEARNINGSTRATEGY2IMPROVINGLEARNERSFLUENCYPAWLEYANDSYDER1983HASALREADYPOINTEDOUTTHATSUCHLEXICALIZEDSTEMSDIDDOGOODTOTHENATIVELIKESELECTIONANDFLUENCYWHILEPRODUCINGOUTPUT,ESPECIALLYSPO

27、KENPRODUCTION,THEINTERNALIZEDLEXICALPHRASESINLEARNERSBRAINCANHELPTHELEARNERSSAVEPRECIOUSCOGNITIVERESOURCE,WHICHTURNSOUTTOBESOLIMITEDINTHISWAYARELEARNERSABLETOIMPROVETHEIRORALFLUENCYSKEHAN1995HASALSOSUGGESTEDTHATBYUSINGAHUGENUMBEROF辽宁师范大学本科生毕业论文（设计）第8页LEXICALPHRASESLEARNERSCANIMPROVETHEIRABILITYTOSEL

28、ECTNATIVELIKEVOCABULARY3IMPROVINGLEARNERSABILITYTOUSETHELANGUAGELANGUAGEISUSEDANDLEARNEDFORTHEAIMOFSOCIALCOMMUNICATIONANDHUMANINTERACTIONASWEHAVEDISCUSSEDBEFORE,WIDDWOSON1989DEFINEDLANGUAGECOMPETENCEASTHEKNOWLEDGEOFLANGUAGEANALYZABILITYANDABILITYTOACCESSDIFFERENTLANGUAGEFORMSTHEFORMERCONCORDANCERESE

29、ARCHMADEBYALTERBERG1998,ERMANANDWARREN2000,FOSTER2000ANDOTHERRESEARCHERSHASCONFIRMEDTHATINREALTIMEANDNATURALCOMMUNICATION,WHATISUSEDMOSTISNOTSINGLEWORD,BUTLEXICALPHRASESWHICHCARRYAVERYIMPORTANTROLEOFSOCIALANDPRAGMATICFUNCTIONSNATTINGERANDDECARRICO1992HAVECLASSIFIEDLEXICALPHRASESINTO3CATEGORIESINTERM

30、SOFFUNCTIONALPERSPECTIVESOCIALINTERACTION,NECESSARYTOPICSANDDISCOURSEDEVICESTHATISTHEREASONWHYWESAYMASTERTHESELEXICALPHRASESCANHELPTHELEARNERTOINCREASETHEIRCOMMUNICATIVEABILITY4ENRICHINGLEARNERSSTORAGEOFSECONDLANGUAGELEXICALPHRASESCONVEYVARIOUSINFORMATIONSUCHASHISTORICALBACKGROUNDINFORMATION,UNIQUEC

31、ULTURALCUSTOMSABOUTSECONDLANGUAGEANDSOONNATTINGERDECARRICO,1992KNOWINGANDMASTERINGALARGENUMBEROFLEXICALPHRASESINSECONDLANGUAGECANOPENTHEDOORSTOBEAUTIFULANDBOUNTIFULWORLDOFSECONDLANGUAGEFORLEARNERS,THUSENRICHINGSTUDENTSSTORAGEOFSECONDLANGUAGEANDIMPROVINGTHEIRLANGUAGELEARNINGPROCESS5MAKINGLEARNERSMORE

32、CONFIDENTASENGLISHANDCHINESEBELONGSTODIFFERENTLINGUISTICSYSTEMS,LEARNERSFINDITDIFFICULTTOLEARNENGLISHANDUSEITINTHEWAYASNATIVESDOBESIDES,THEFLEXIBILITYANDCOMPLEXITYOFLEXICALPHRASESPU,2003MAKESITDIFFICULTFORCHINESELEARNERSTOCHOOSETHEPROPERENGLISHFORMSTOMAKEUSEOFFREELYINREALTIMECOMMUNICATIONFRUSTRATEDA

33、NDDISAPPOINTEDBYSUCHINABILITY,LEARNERSMAYFEELTOORELUCTANTTOOPENTHEIRMOUTHTOPRODUCEANYOUTPUTASTIMEGOESBY,THELEARNERSWILLBECOMELESSANDLESSMOTIVATEDANDGRADUALLYLOSEANYINTERESTINENGLISHLEARNINGTHEUNDERSTANDINGANDMASTERINGOFSUCHINTERNALIZEDLEXICALPHRASESOFFERALOTOFCONFIDENCETOLEARNERSASTHEYCANBEOBTAINEDI

34、MMEDIATELYWHENEVERTHEYNEEDTHEMITISSOCONVENIENTANDUSEFUL辽宁师范大学本科生毕业论文（设计）第9页22ACTIVEVOCABULARYANDSTUDENTSSORALENGLISH221THEDEFINITIONOFACTIVEVOCABULARYTHESOCALLEDACTIVEVOCABULARYINENGLISHISWHATCANBEUSEDINTHEACTUALPROCESSTHEVOCABULARYHEARDWILLBEUNDERSTOODEASILYINANORMALSPEED,WANTTOSAYANDTHENCANSAY,WAN

35、TTOWRITEANDCANWRITEITOUTANDPASSIVEVOCABULARYAREGENERALLYREFERTOTHEENCOUNTEREDINREADINGAFTERASHORTTIMETOTHINKACCORDINGTOTHECONTEXTANDTHENWECANBESUREOFITSMEANINGNOWTHEVOCABULARYOFTHEEXAMINEEISUSUALLYPASSIVEVOCABULARYANDWHATREALLYBEABLETOBEUSEDISTHEACTIVEVOCABULARY222THEUSEOFACTIVEVOCABULARYINCHINAASAC

36、OMPONENTOFLANGUAGEPROFICIENCY,LEXICALABILITYISANESSENTIALFOUNDATIONTOLANGUAGELEARNERS,ANDAFLURRYOFSCHOLARLYWORKINTHELASTSEVERALDECADESHASCONFIRMEDITSIMPORTANCETOTHEACADEMICWORLDASWELLASLANGUAGETEACHINGEGCOADYHUCKIN1997,NATION1990,2001,SCHIMITMCCARTHY1997,SINGLETON1999ETCLEXICALABILITYSHOULDBEREFLECT

37、EDNOTONLYBYVOCABULARYSIZEANDKNOWLEDGEBUTALSOBYEFFECTIVEUSEOFVOCABULARY,NAMELY,VOCABULARYISNOTUSUALLYLEARNEDBYITSOWNSAKE“ANIMPORTANTAIMOFVOCABULARYPROGRAMISTOBRINGLEARNERSVOCABULARYKNOWLEDGEINTOCOMMUNICATIVEUSE”LAUFERNATION1995308MOSTRESEARCHESONVOCABULARYACQUISITIONAREBASEDONTHISPRINCIPLELEARNERSWHO

38、USEARELATIVELYHIGHLEVELWORDSORADVANCEDWORDSAREMORELIKELYTOPOSSESSHIGHERLANGUAGEPROFICIENCYTHANTHOSEWHOUSELOWLEVELWORDSORBASICWORDSDALLERETAL,2003,NAMELY,LANGUAGELEARNERSWHOUSEVARIEDANDSOPHISTICATEDVOCABULARYINTHEIRORALORWRITTENDISCOURSESAREMOREPROFICIENTLEARNERSWITHHIGHERLEXICALABILITYINANOTHERWORDS

39、,LEXICALABILITYISAGOODPREDICTOROFLEARNERSLANGUAGEPROFICIENCYHOWEVER,APROBLEMCONCERNINGACTIVEUSEOFVOCABULARYCANBEUSUALLYFOUNDINCOLLEGESTUDENTSCOMPOSITIONSCOLLEGESTUDENTSARECONFINEDTOARATHERLIMITEDSELECTIONOFACTIVEVOCABULARYTHEYALWAYSAVOIDPICKINGOUTCOMPARATIVELYHIGHERLEVELORADVANCEDVOCABULARYEGCOLLEGE

40、ENGLISHBAND4ANDBAND6VOCABULARYANDTENDTOEMPLOYCOMPARATIVELYLOWERLEVELORBASICWORDSEGTHEHIGHSCHOOLLEVELWORDS,WHICHEXERTS辽宁师范大学本科生毕业论文（设计）第10页ANEGATIVEINFLUENCEONSTUDENTSVOCABULARYVARIETY,SOPHISTICATIONANDRICHNESSINWRITINGSRECENTLY,THECOLLEGEENGLISHCURRICULUMREQUIREMENTSFORTRIALIMPLEMENTATIONWASISSUEDBY

41、MINISTRYOFEDUCATIONINTHISNEWSYLLABUS,6,674WORDSARECOLLECTEDBASEDONTHREEDIFFERENTLEVELSOFLEXICALABILITY,AMONGWHICHITISEMPHASIZEDTHATSTUDENTSSHOULDHAVEAGOODMASTERYOF2,354ACTIVEWORDSTHATAREFORMULATEDBASEDONNATIONSTHREELEVELSOFWORDBASELISTSANDSTRICTQUANTITATIVEANALYSISACCORDINGTOTHEAUTHORITIES,THE2,354A

42、CTIVEWORDSAREEXTREMELYUSEFULINWRITTENANDORALENGLISHANDTHEINDICATOROFSUCHLANGUAGECOMPETENCEASWRITINGANDSPEAKINGABILITYTHEREFORE,ITISSIGNIFICANTFORLANGUAGETEACHERSTOBEAWAREOFTHESTUDENTSPRODUCTIONOFTHE2,354ACTIVEWORDSINORALANDWRITTENDISCOURSESANDFINDOUTSOMEPEDAGOGICAPPROACHESTOOBTAIN,STORE,RETRIEVEANDP

43、RODUCESTUDENTSACTIVEVOCABULARYTHEVERYFOCUSOFTHISDISSERTATIONLIESINEXPLORINGTEACHINGAPPROACHESTOEFFECTIVELYPUTTHESE2,354WORDSINTOACTIVEUSEINSTUDENTSCOMPOSITIONSTOINCREASETHEACTIVEVOCABULARYLEARNINGFORLEARNERSOFENGLISHISVERYIMPORTANTATPRESENTOURSTUDENTSACTIVEVOCABULARYUSAGEISNOTOPTIMISTIC,ITWILLBECOME

44、THEEFFECTSOFORALENGLISHCOMMUNICATIVECOMPETENCE23CHINESEEFLLEARNERSORALCOMMUNICATIONSTRATEGIESANDORALENGLISHTHISPARTINVESTIGATEDCOMMUNICATIONSTRATEGIESCSSOFCHINESEEFLLEARNERSCSSWEREUSEDTOENHANCETHEEFFECTIVENESSOFCOMMUNICATIONHEREIATTEMPTEDTODEEPENUNDERSTANDINGOFTHEUSEOFCSS,TOINDENTIFYTHEDIFFERENCESBE

45、TWEENHIGHLEVELANDLOWLEVELCHINESEEFLLEARNERSINUSINGCSS,TORECLASSIFYCSS,ANDTOEXPLORETHERELATIONSHIPBETWEENCSSANDCOMMUNICATIVECOMPETENCEANDEFLLEARNING231SOMEKNOWLEDGEABOUTCOMMUNICATIONSTRATEGIESFIRST,CSSWERECLASSIFIEDINTOFOURTYPES,INCLUDINGAVOIDANCECSS,MODIFIEDCSS,COOPERATIVECSSANDSOCIALCSSTHESECSSWERE

46、FURTHERCLASSIFIEDINTOMANYSUBTYPES,WHICHWERENOTUSEDISOLATED,BUTOFTENUSEDINCOMBINATIONTOENHANCEEFLCOMMUNICATIONBYCHINESEEFLLEARNERS辽宁师范大学本科生毕业论文（设计）第11页SECOND,THEFACTISTHATHIGHLEVELANDLOWLEVELCHINESEEFLLEARNERSUSEDALMOSTTHESAMETYPESANDSUBTYPESOFCSSEXCEPTSOMESMALLDIFFERENCESTHESMALLPROPORTIONALLYDIFFER

47、ENTTYPEANDSUBTYPESOFCSSINCLUDEDAVOIDANCECSS,LEXICALSUBSTITUTION,WORDCOINAGE,ANDASKINGFORHELPINENGLISHBUTDUETODIFFERENTENGLISHCOMPREHENSIONANDPRODUCTIONABILITIESBETWEENHIGHLEVELANDLOWLEVELCHINESEEFLLEARNERS,THESETWOGROUPSHADGREATDIFFERENCESOFTHEFREQUENCIESINUSINGCSSASSHOWNINTHERESULTS,HIGHLEVELCHINES

48、EEFLLEARNERSMOREFREQUENTLYEMPLOYEDRESTRUCTURING,PARAPHRASE,ALONGWITHTIMESTALLINGANDPARALINGUISTICANDTHELOWLEVELEFLLEARNERSMOREFREQUENTLYUSEDCODESWITCHING,CLARIFICATIONREQUEST,ANDASKINGFORHELPINCHINESEINOTHERWORDS,HIGHLEVELEFLLEARNERSTENDEDTOUSEL1BASEDCSSANDSOCIALCSS,WHEREASLOWLEVELEFLLEARNERSMOREFRE

49、QUENTLYPREFERREDCOOPERATIVECSSANDL1BASEDCSSTHIRD,ITSSUGGESTEDTHATCSSCONTRIBUTETOEFLCOMMUNICATIONANDENHANCETHEEFFECTIVENESSOFEFLCOMMUNICATIONASONEOFTHEIMPORTANTCOMPONENTSOFCOMMUNICATIVECOMPETENCE,STRATEGICCOMPETENCESHOULDBECULTIVATEDANDENHANCEDCSSLIKERESTRUCTURING,PARAPHRASE,SELFCORRECTIONANDCOCONSTRUCTIONANDCLARIFICATIONREQUEST,WHICHINVOLVETHEPROCESSOFNEGOTIATIONOFMEANINGINTERMSOFMODIFIEDINPUTANDPUSHEDOUTPUTANDTHEPROCESSOFHYPOTHESISFORMATIONANDTESTINGASWELLASAUTOMATIZATIONFACILITATEEFLLEARNINGFOURTH,HIGHLEVELANDLOWLEVELCHINESEEFLLEARNERSHADSOMECOMMONALITIESANDD