4/3/2口语练习法之能为与不能为  

4/3/2 Technique Reconsidered

作　　者：张文忠[1] 

机构地区：[1]湖南大学外国语学院语言学系,410082

出　　处：《现代外语》2002年第4期418-422,共5页Modern Foreign Languages

基　　金：教育部人文社会科学研究"十五"规划项目"课堂教学环境下的第二语言习得研究"(项目批准号01JA740038;湖南大学肖云南教授主持)的资助。

摘　　要：已有近二十年历史的4/3/2重复练习法是为解决外语口语流利性的问题而设计的。本文从理论和实际应用的角度探讨了这一具体教学技术(technique)存在的问题以及它对外语教学的启示。As a technique for improving oral fluency in the foreign language, Maurice's (1983) 4/3/2 method has been used and appraised for its contribution for nearly twenty years. However, the technique is not with problems. Based on his experience in applying 4/3/2 in his own teaching, the author of this present paper points out six theoretical and practical problems concerning the application of the 4/3/2 technique in the classroom. First, improved speech rate does not necessarily mean faster retrieval of linguistic knowledge; second, there is no evidence that improved fluency brought about by repeating the same content can be transferred to other cases involving other contents; third, 4/3/2 oral practice lacks communicative interaction, and thus is not authentic language use; fourth, the technique does not fit all proficiency levels; fifth, the diversity of students' characters and proficiency level make it difficult to control the progression of the classroom activities; finally, the 4/3/2 technique encourages learner reliance on simple sentence structures and low frequency vocabulary. It is suggested that, for the technique to be of greater use, practitioners should have a clear understanding of its constraints.

关 键 词：对外 口语流利性 口语练习 外语教学 重复 具体 启示 角度 存在 

分 类 号：H319[语言文字—英语]