文治堂學術專著：英語學習者口語交際能力研...

Another example is An Automated Approach to the Phrasicon of EEL Learners by Cock, Granger, Leech&McEnery （1998）. It is commonly observed that although the language produced by advanced learners is largely free of errors, it remains foreign sounding. A reasonable hypothesis made by Kjellmer （1991） is that in learners' production the building material is individual bricks （words） rather than prefabricated sections （lexicalized phrases）. In other words, the learners primarily operate on the "open-choice principle" rather than the " idiom principle" （Sinclair, 1991）. There is a growing consensus among many researchers that prefabricated expressions rather than individual words play a predominant role in the production of both written and spoken language. NSs heavily rely on prefabs particularly in oral production unfolding in real time. As Granger （1998） puts it, "this reliance allows speakers to play for time, enabling them to speak without too much hesitation or too many pauses and consequently to avoid too much non-fluency" （p. 67）. Cock et al. （1998） use a matched set of 25 transcribed learner （French） and NS university admission interviews to examine the spoken phrasicon of adult advanced EFL learners to validate Kjellmer' s hypothesis. They use McEnery' s automatic phrase extraction program Tuples to extract all recurrent word combinations of a given length and frequency in the two corpora. Tuples' output is thus two long lists of all the recurrent phrases in the two corpora accompanied by counts and basic statistics. This study reveals a striking finding that these advanced EFL learners of French MT do use prefabs, and in some cases even more prefabs than English NS. This finding to some extent goes against Kjellmer' s hypothesis. However, what distinguishes the learners from the NSs is the small number of prefabs these learners have at their disposal and the extent to ……

Another example is An Automated Approach to the Phrasicon of EEL Learners by Cock, Granger, Leech&McEnery （1998）. It is commonly observed that although the language produced by advanced learners is largely free of errors, it remains foreign sounding. A reasonable hypothesis made by Kjellmer （1991） is that in learners' production the building material is individual bricks （words） rather than prefabricated sections （lexicalized phrases）. In other words, the learners primarily operate on th...

Chapter 1 Introduction
　1.1 Motivations for the book
　1.2 Research objectives
　1.3 Outline of the book
Chapter 2 Critical Discussion of the Previous Studies on Learner Language
　2.1 Changes in current linguistic and SLA research
　2.2 Main features of CLC data
　2.3 Methodological approaches to CLC research
2.4 Studies based on learner corpora
2.5 Conversation analysis
2.6 Communicative competence
2.7 Conclusion
Chapter 3 Defining Oral Communicative Ability
3.1 Features of oral communication
3.2 Accuracy, fluency and appropriacy
3.3 Four essential components
3.4 Conclusion
Chapter 4 Research Methodology
4.1 The COLSEC
4.2 The data in the book
4.3 Methods for data extraction and processing
4.4 Summary
Chapter 5 Findings and Analysis (1)：Productive Vocabulary Size and the Ability to Use PCs
Chapter 6 Findings and Analysis (2)：the Ability to Manipulate Schemata
Chapter 7 Findings and Analysis (3)：Pragmatic Competence and Strategic Competence
Chapter 8 Conclusion
Appendices
References

Chapter 1 Introduction
　1.1 Motivations for the book
　1.2 Research objectives
　1.3 Outline of the book
Chapter 2 Critical Discussion of the Previous Studies on Learner Language
　2.1 Changes in current linguistic and SLA research
　2.2 Main features of CLC data
　2.3 Methodological approaches to CLC research
2.4 Studies based on learner corpora
2.5 Conversation analysis
2.6 Communicative competence
2.7 Conclusion
Chapter 3 Defining Oral Communicative Ability
3.1 Features of oral ...