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文章以共选理论为框架,参照扩展意义单位的工作模型,提取国外三部宣称凸显短语教学理念的英语教材元语言中“词汇”用语的局部语境,探讨该类词与其周边词语所形成的词汇、语法和语义等多层面的共选范式,从而构建体现短语教学理念的教材元语言序列的意义模式,并进一步揭示短语教学中要凸显的知识层面以及设计该类练习要凸显的认知要求层面。研究的特色在于将原本用于词项研究的共选分析机制拓展至教材元语言序列的典型范式探究,以频数驱动和语义模式归纳的方法来诠释教材元语言序列反复传递的意义和教学理念,从而廓清英语短语教学应该教什么以及如何教等问题。
Based on the theory of co-selection, this dissertation extracts the local contexts of “lexicalization” of three foreign language texts that emphasize the teaching of phrases by referring to the working model of extended meaning units. Form common sense paradigm of multi-level such as vocabulary, grammar and semantics, so as to construct the meaning model of the textual language sequence which embodies the concept of phrase teaching and further reveal the knowledge level to be highlighted in the teaching of the phrase and to design the recognition of such practice Know the level of request. The characteristic of this study lies in exploring the typical paradigm of the co-selection analysis mechanism originally used in lexical research to the sequence of the meta-language of teaching materials, interpreting the meaning and teaching philosophy of repetitive transmission of the sequence of meta-linguistic materials by frequency-driven and semantic model induction, So as to clarify what English teaching should teach and how to teach.