大学生英语演讲语篇程式语使用研究

Usage-based Formulaic Language Study of College Students' English Public Speaking Discourse

以程式语理念在二语习得中的应用理论为基础,围绕学习者演讲写作语篇中程式语使用受写作前任务变量影响的问题展开,指出解释程式语输入显性学习任务对学习者言语产出的影响。实验一描述了使用强化任务对介绍类语篇产出的影响,实验二描述了该任务对说解类语篇产出的影响。实验结果证明该任务能够促进学习者程式语使用意识的形成和语篇能力的提高,对说解类演讲语篇程式语的使用影响更显著。

This paper aims to explore the effect of formulaic sequence-oriented pre-writing task on language usage of college English learners' public speaking discourse and describe the effect of explicit learning on language learners' output on the basis of application of formulaic language in SLA. Experiment one describes the effect of formulaic usage consciousness on introductory speech discourse, and experiment two describes that on informative speech discourse. The results show that boosting formulaic usage consciousness can enhance discourse competence, especially apparent to informative speech discourse.