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在日常教学中,学生用英语表达时常常只能从记忆中提取孤立的词语,很难生成自然、得体的符合英语表达习惯的句子。我们知道,语言并不是语法和词汇的简单构成,而是由多词的、预制的语块构成的(Lewis,1993)。语块不仅具有语法特征,还兼具语用功能,是形式和功能的合成体,一定的语块储备有利于语言能力的提升。教师若能帮助学生正确理解语块、树立语块建构意识、强化语块的建构,就能提高他们语言使用的准确性、地道性和流利性。
In daily teaching, when students express themselves in English, they usually can only retrieve isolated words from their memories, and it is hard to generate natural and proper sentences that conform to the habit of English expression. We know that language is not a simple composition of grammar and vocabulary, but a multi-word, prefabricated chunk (Lewis 1993). The chunks not only have grammatical features, but also have pragmatic functions. They are the combination of forms and functions. The storage of certain chunks facilitates the improvement of language ability. If teachers can help students correctly understand the language block, establish the awareness of language block construction and strengthen the construction of language block, teachers can improve the accuracy, authenticity and fluency of their language use.