Study on Chinese advanced EFL learners’ language: formulaic language and linguistic creativity

　　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
　　后记