摘要
相关研究表明中国英语学习者英语习得的较大缺陷在于程式化语言的严重缺乏,从而大大影响了语言习得的效率。通过大型书面语料或是语料群之间的比较,发现母语使用者和中国英语学习者在动词惯用搭配使用上存在差别,从中国英语课堂教学和使用的教材上可以探讨存在差异的可能原因。语料比较发现:中国高级英语学习者在动词惯用搭配使用上与母语使用者没有显著差别,但课堂教学和教材在动词惯用搭配的出现频次上却存在严重不足。这一结果支持了深层次的词汇知识学习可能依靠通过大量阅读的附带习得,而不是完全依赖于有意识指导。
The related studies on Chinese learners＇ English learning reveal that the inadequate acquisition of formulaic sequence reduces drastically their efficiency of English learning. By comparing learner language corpora, the corpora of textbooks and the copra of classroom teaching in China with those in English-speaking countries, it finds that the learner languages manifest no significant differences on the use of idiomatic collocation of＇take＇, but comparing with the real language use and the corpora in English- speaking countries, the input frequency of textbook and classroom teaching is extremely insufficient. It postulates that the input frequency of textbook and classroom teaching plays very limited role in learners＂ vocabulary acquisition. This seems to support that the incidental vocabulary learning in extensive reading plays critical role in learning deep knowledge of words such as collocation, meaning association, etc..
出处
《淮南师范学院学报》
2017年第2期67-69,共3页
Journal of Huainan Normal University
