摘 要
语块在语言中占有很大比重，同时也是衡量学习者二语是否地道的重要标准。因此如何进行有效的语块教学就成了一个亟待解决的一大问题。本文首先对语块、输入强化和篇章背诵进行了简明的介绍，并回顾了两种教学措施运用于语块学习的相关探讨。接着，文章以实证探讨的措施，对比了输入强化和篇章背诵两种教学手段关于提高语块教学的成效。在探讨中某重点高校英语系三年级的两个自然班被分别指定为输入强化组和篇章背诵组。首先两组学生参加了同样的前测，结果证明两组学生对目标语块的掌握程度基本相同。随后两组学生分别采用输入强化和篇章背诵的措施学习11个目标语块。一周后对两组学生进行了后测，并利用SPSS软件对实验结果进行了数据略论，英语论文，英语毕业论文，结果发现篇章背诵组与输入强化组组内前后测值异同显著，证明两种措施都可以帮助学习者显著提高学习语块学习效果。但是后测两组的组间异同并不显著，即两种措施的有效性并无太大异同。考虑到篇章背诵耗时大且易引起负面情绪，因此在语块教学中完全可以用输入强化代替背诵，实现同等有效的教学效果。
关键词：语块；输入强化；篇章背诵；教学措施
Abstract
One widely acknowledged indicator of second language proficiency is the mastery of idiomatic forms of expression, including idioms, collocations, and sentence frames and so on (collectively referred to as formulaic sequences). And how to effectively carry out teaching of formulaic sequences has become an urgent problem to be solved. This paper begins with a review of some related studies of input enhancement and text memorization in relation to learning and teaching of formulaic sequences. The paper then proceeds to examine the relative effectiveness of the two promising and widely used methods by means of a study over one week. Two classes of junior English majors from a key university were assigned respectively as Input Enhancement Group and Text Memorization Group. First they took a pretest which demonstrated that the two groups had approximately the same command of the 11 target chucks. They began to learn the target forms through the two different methods. One week later all of the subjects took a post-test and the data was collected and analyzed with the help of SPSS. The study found that the difference between pretest and post-test within each group was significant, which means both of the two methods can effectively facilitate acquisition of L2 formulaic sequences. However, the result also showed that scores for the two groups on the post-test were not statistically significant, which indicates that the input enhancement can be as effective as text memorization in facilitating acquisition of L2 formulaic sequences. Considering the great time and effort involved in reciting texts as well as the negative emotions it is likely to evoke, input enhancement may as well serve as a highly valid substitute for the former to achieve the same level of effectiveness.
Keywords: formulaic sequences; input enhancement; text memorization; teaching methods
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