L2 Listeners and Formulaic Chunks

第二語言聽力學習者與英語中之慣用語塊

葉麥克(Michael Yeldham) ； 陳麗卿(Marian Chen)

《全人教育學報》 8期 (2011/11) Pp. 1-31

https://doi.org/10.6272/JHE.2011.08.1

摘要

本研究探討文獻上對於教第二語言學生慣用語塊可以幫助他們了解聽力內容的看法。我們使用橫斷性設計研究兩群英語聽力程度不同的學生。我們在兩組之間以及各組當中比較學生在含有慣用語塊與未含有慣用語塊的內容中對字詞的了解程度。我們也檢視兩組學生對慣用語塊的辦識程度，用以幫助我們了解對慣用語塊的辦識程度是否可以幫助程度較好的學生理解字詞。結果發現懂得慣用語塊可在聽力辨識上帶來顯著優勢。本研究因此認為英語語塊教學可納入低程度學習者課程中，以加速其對慣用語塊的熟悉度。

關鍵字

慣用語塊 ； 第二語言聽力 ； 臺灣英語學習者

並列摘要

This paper investigated suggestions that L2 learners be taught formulaic language (or formulaic chunks) to help improve their understanding of listening texts. To undertake this investigation, we conducted a cross-sectional study with two groups of listeners of different proficiency levels. Between, and within, each of these groups, we compared their understanding of words in areas of text featuring formulaic language with their understanding of words in areas of text without formulaic language. We also examined the identification of formulaic chunks by the two groups of learners to see how knowledge of formulaic language may assist understanding of words by the higher-level group of listeners. We found enough evidence to suggest that knowledge of these formulaic chunks may provide listeners with an advantage in identifying words in a listening text. We conclude that it would probably be useful to teach formulaic chunks to less-proficient listeners to hasten their knowledge of such formulaic language.

並列關鍵字

formulaic chunks ； second language listening ； Taiwanese EFL learners