王蕾编著的《中国高水平EFL学习者语言研究——程式语和语言创造性》利用文本可读分析器简单分析两组学习者在书面表达上的基本差异。借用Nattinger and DeCarrico（1992）基于结构标准把词汇语块划分为四类（多词词汇，惯用表达式，短语限制语，句型框架等）的做法，对比了英语专业和非英语专业学习者程式语使用的情况。通过作文实例呈现过多使用程式语和创造性产出的语言质量不同；通过作文话题下特定的动词+名词的搭配分析，了解学习者如何创造词语；最后，通过问卷调查40名英语本族语使用者和50名中国英语教师对学习者语言的认可态度，探讨如何正确对待学习者语言创造性问题。

王蕾编著的《中国高水平EFL学习者语言研究——程式语和语言创造性》通过收集521位中国高水平EFL学习者语料，以定量和定性分析方法对学习者程式语和语言创造性进行了研究。《中国高水平EFL学习者语言研究——程式语和语言创造性》探讨了英语学习过程中程式语与语言创造性的关系，通过语料库研究方法，描述了学习者程式语使用情况及特点；通过文本实例分析、话题特定动词和名词搭配以及调查英语本族语使用者和非英语本族语使用者对学习者语言的态度，研究了学习者语言创造性的问题。

chapter one introduction

 1.1 introductory remarks

 1.2 background to the research

 1.3 significance and objectives of the research

 1.4 organization of the contents

chapter two literature review

 2.0 introduction

 2.1 formulaic language and language acquisition

2.1.1 terminology

2.1.2 classification of formulaic language

2.1.3 formulaic language and psychological

processing

2.1.4 formulaic language and corpus linguistics

2.1.5 cognitive understanding of formulaic language

2.1.6 the acquisition of formulaic language:teaching and learning

 2.2 linguistic creativity

2.2.1 classification of linguistic creativity

2.2.2 cognitive understanding of linguistic creativity

2.2.3 linguistic creativity in everyday context

2.2.4 linguistic creativity in target language learning

 2.3 summary

chapter three interface between formulaic language and linguistic creativity in second language acquisition

 3.0 introduction

 3.1 various related dichotomies on language use

3.1.1 systematic or formulaic

3.1.2 rule-based or exemplar-based

3.1.3 open-choice principle and idiom principle

3.1.4 nativelike selection and nativelike fluency

3.1.5 holistic and analytic processing

3.1.6 continuum model

3.1.7 routines and patterns

 3.2 linguistic creativity, formulaic language and second language acquisition

3.2.1 contrastive analysis, error analysis and contrastive interlanguage analysis

3.2.2 transfer, formulaic language and linguistic creativity

 3.3 summary

chapter four a pilot study on features of formulaic language and linguistic creativity of chinese efl learners in retelling

 4.0 introduction

 4.1 research questions

 4.2 research methodology

4.2.1 description of the data collected

4.2.2 instruments

4.2.3 interview

4.2.4 criterion for the identification of formulaic sequences

 4.3 results

4.3.1 text readability analysis

4.3.2 manifestation of the use of formulaic language in learner's oral production

4.3.3 features of linguistic creativity in learner's retelling

4.3.4 learners comments on their own performance

 4.4 discussion

 4.5 summary

chapter five research design

 5.0 introduction

 5.1 issues to be addressed

 5.2 hypothesis and research question

5.2.1 hypothesis

5.2.2 research questions

 5.3 methodology

5.3.1 scheme of the research

5.3.2 criteria for the identification and classification of lexical chunks

5.3.3 sample analysis and verb combination study

5.3.4 questionnaire survey

 5.4 data collection

5.4.1 subjects defined

5.4.2 establishing learner written corpora

 5.5 software and statistical tools

5.5.1 tools for analyzing the learner corpora

5.5.2 statistical tools

5.5.3 data analysis framework

 5.6 summary

chapter six features of learners' use of formulaic language and linguistic creativity in the written production

 6.0 introduction

 6.1 comparison of two types of learners' written texts in terms of readability

6.1.1 reading ease and text difficulty

6.l.2 comparison of the number of sentences,asl, awl and token ratio

 6.2 the use of formulaic sequences by chinese efl learners

6.2.1 the extraction of formulaic sequences

6.2.2 descriptive analysis of the formulaic language in learners' written corpora

6.2.3 functions of fl used in learners' language

6.2.4 discussion on the features of learners' use of formulaic language in written corpora

 6.3 manifestation of features of learners' linguistic creativity

6.3.1 creativity redefined

6.3.2 sample analysis of learners' written language

6.3.3 a case study: learners' linguistic creativity as demonstrated by "verb noun" combinations

6.3.4 'comparison of native and non-native judgment of learner language

 6.4 attainment of a balance between learners use of formulaic language and linguistic creativity

6.4.1 in foreign language teaching and learning

6.4.2 linguistic creativity or chinese english

 6.5 summary

chapter seven conclusion and implications

 7.0 introduction

 7.1 major findings

 7.2 implications

7.2.1 theoretical implications

7.2.2 pedagogical implications

 7.3 limitation o~ the research

 7.4 recommendations for further research

appendix i interview questions

appendix ii questionnaire

appendix iii satistics of questionnaire results

references

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