词汇中心教学法对学习者书面语词块习得的有效性研究  

The Efficacy of the Lexical Approach on Chinese Learners' Acquisition of Lexical Bundles in Writing

作　　者：杨滢滢[1] 冯辉[1] 

机构地区：[1]上海外国语大学

出　　处：《外语电化教学》2016年第5期65-71,共7页Technology Enhanced Foreign Language Education

基　　金：教育部青年基金项目"学习者致使构式习得发展模式及认知建构研究"(项目编号:16YJC740080);上海外国语大学校级规划课题"学习者对英语迂回致使构式习得的认知建构研究"(项目编号:KX171373)的阶段性成果

摘　　要：该研究旨在通过比较对照组、实验组和本族语学习者组（各40人）针对同一写作主题的作文,考察三-五词词块使用的差异特征,以此探讨词汇中心教学法对学习者书面语词块习得的有效性。研究结果发现,前测中相比五词词块,对照组、实验组和本族语学习者对三词、四词词块的使用存在显著差异,因此词汇中心教学法对学习者的词块知识运用有促进作用。然而,实验组在后测中却没有复现前测中的高频词块。由此可见词汇中心教学法有助于增强学习者词块使用意识,但学习者需要有意识、持续性地使用所学词块。The Lexical Approach has received more and more attention in corpus studies, but not much research has focused on its efficacy in the empirical field. This study investigated the efficacy of the Lexical Approach on Chinese learners＇ acquisition of lexical bundles in their writing by the experiment group and native speakers （with each 40 significant differences among the three groups in their examining the writings with the same prompt of a control group, samples）. The results showed that in the pre-test there existed using 3- and 4-grams. This showed the facilitating role of the Lexical Approach in promoting the learners to apply the lexical bundles to their written language. Interestingly, in the one-semester-later post-test, although it was still the same writing prompt, the experiment group did not use the same high-frequent lexical bundles as they did in the pre-test. Therefore, this indicated that the lexical bundles were not stored in learners＇ long term memory. Sustained efforts are necessary for the acquisition of the lexical bundles

关 键 词：词汇中心教学法 词块习得 有效性 书面语 

分 类 号：H319.3[语言文字—英语]