外显式语块强化教学在限时写作中的使用效果

Application of Explicit & Intensive Instruction of Formulaic Chunks to Writing

写作是较为全面地展示语言习得内化效果的输出方式。将外显式语块强化教学有针对性地融入课堂教学活动中,再通过语块双语记忆测试及运用新授语块进行限时自拟题目写作作为研究手段,测试外显式语块强化教学与写作质量之间的相关性。结果表明,语块强化教学与写作质量的提升呈正相关趋势。此外,英语专业基础阶段的学生在写作中使用语块具有一定的刻意性和随意性,虽然并没有排斥或拒绝多词语块,却存在语块的种类、风格及其文本功能并不互相匹配的问题。据此,建立起成人二语语块学习者认知过程模型。

The ability of language acquisition can be comprehensively tested by writing. Few previous empirical researches can be found to purposefully apply formulaic chunks to writing ability improvement by explicit and intensive classroom instruction. The present study, targeting at sophomores of English major, examines how to apply explicit and intensive classroom instruction of formulaic chunks to writing. It can be concluded that, Chinese ESL learners tend to select chunks randomly and less naturally while writing; although they do not repel or refuse multi-word chunks, their selections of chunks do not often match with writing types, styles or functions. Thereby, model of cognitive process of ESL adult learners is created.