语块学习、构式学习与补丁式外语教学  

Chunk learning,construction learning and patch teaching

作　　者：戴曼纯[1] 

机构地区：[1]北京外国语大学中国外语教育研究中心,北京100089

出　　处：《外语界》2012年第1期52-60,共9页Foreign Language World

基　　金：全国教育科学"十一五"规划教育部重点课题"中国基础英语素质教育的途径与方法"(课题批准号:DHA070148)的阶段性成果

摘　　要：本文主要讨论语块和构式在外语教学中的意义。有学者在教学大纲中强调语块或套语的作用。Bley-Vroman(1996,1997)则根据根本差异性假说提出构式学习和补丁式教学。本文认为,语块、套语和构式界定不明确,学习语块和构式仅仅是为语言系统添加零散的外围补丁,不一定有助于二语核心运算系统的形成。语块教学和构式教学都是补丁式教学,误导师生形成错误的语言学习理念,导致外语学习失败。This paper discusses the pedagogical significance of chunks and constructions, the roles of which were foregrounded in some teaching syllabuses. Bley-Vroman （1996, 1997） argued, in a similar vein though independent- ly, for construction learning and patch teaching in foreign language learning on the basis of Fundamental Difference Hypothesis. The paper, however, states that chunk, formulaic sequence and construction are not clearly defined con- cepts. The learning of chunks and constructions doesn＇t necessarily contribute to the L2 development of the core computational system, but results in the addition of discrete peripheral patches to the linguistic system. Chunk teaching and construction teaching are essentially patch teaching, leading teachers and learners to misconceptions of language learning and to failure in foreign language learning.

关 键 词：语块 构式 外语学习 补丁式教学 

分 类 号：H319[语言文字—英语]