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
