英語為外語學習者在全民英檢寫作測驗中語塊之使用

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Title:	英語為外語學習者在全民英檢寫作測驗中語塊之使用
Other Titles:	EFL Learners’ Use of Lexical Chunks on the GEPT Writing Test
Authors:	孫晶昱 Sun, CHING-YU
Contributors:	吳凱琳 WU, KAI-LIN 外國語文學系
Keywords:	語塊;全民英檢寫作測驗;英語為外語學習者 lexical chunks;GEPT writing test;EFL learners
Date:	2018
Issue Date:	2018-11-07T04:34:15Z (UTC)
Abstract:	語塊是指一種現象，即人的大腦心智傾向將詞彙短語當作一整個單位以進行存儲和檢索（Pawley&Syder,1983）。研究證實了母語者在語言使用中的語塊現象，並且發現母語者的口語表達中存在大量的語塊。研究也顯示，第二語言學習者與母語者相較之下，在第二語言的口語表達中對語塊的使用有限。由於對語塊的掌握是語言精熟程度的一個指標，應如何幫助二語言學習者增加語塊的使用以促進口語的流利度和準確性已被注意及討論。然而，少有研究調查探討英語為外語學習者對語塊之使用。本研究目的為調查和比較台灣英語為外語學習者在寫作考試中獲得不同級分其語塊之使用。一百八十份全民英檢中級的寫作樣本來自測驗研發機構LTTC語言訓練測驗中心，每個級分組別（二至五分）都有四十五份樣本。研究者和另一位英語老師將以人工方式識別和分類樣本中出現的語塊。語塊分類的依據如下：（1）多元詞，（2）搭配詞，（3）習慣用語（4）短語框架，（5）句子建構（Nattinger & DeCarrico，1992; Michael Lewis，1993）。本研究將對二到五分的樣本進行比較，並以單因子變異數分析來檢查各級分組別在使用語塊上的差異。本研究結果顯示：首先，在GEPT寫作測驗中得到不同級分的學習者，在語塊使用的總數量和不同類別的數量上，皆存在顯著差異。其次，藉由檢視語塊的不同類別，發現5級分組的學習者比其他組別使用更多的語塊；而2級分組，不論在哪一個語塊類別，使用的數量皆為最少。第三，在不同的級分組別中，短語框架是最常被使用的語塊類別，其次為搭配詞，多元詞和句子構建。習慣用語是五個語塊類別中，最少被使用的。而研究者同時也發現在寫作測驗中，及格組（4、5級分）和不及格組（2、3級分）之間存在顯著差異。最後，根據研究結果，提供教學和未來研究上之建議作為參考。 Chunking refers to a phenomenon that human mind tends to store and retrieve the lexical phrases as whole units (Pawley & Syder, 1983). Research has confirmed the chunking phenomenon in language use by native speakers and found a significant amount of lexical chunks existing in native speakers’ verbal expressions. Research has also shown that L2 speakers, compared to L1 speakers, have limited use of lexical chunks in their L2 oral production. Given that a mastery of lexical chunks is an indication of high level of language proficiency, discussions have been made on how to help L2 learners increase use of lexical chunks in order to facilitate fluency and accuracy in speaking. Few studies, however, have been carried out to investigate EFL learners’ use of lexical chunks. The proposed study aims to examine and compare use of lexical chunks by Taiwanese EFL learners who received different ratings in a writing test situation. One hundred and eighty writing samples of the GEPT intermediate level were obtained from the test developer LTTC (The Language Training & Testing Center), with 45 samples from each rating group (two to five). The researcher and another English teacher examined the samples, identified and manually classified the lexical chunks into the following categories: (1) polywords, (2) collocations, (3) institutionalized expressions, (4) phrasal constraints, (5) sentence builders (Nattinger & DeCarrico, 1992; Michael Lewis, 1993). Comparisons were made among samples that received different ratings from two to five. One-way ANOVA was carried out to examine the difference among Taiwanese EFL learners who received different ratings on the GEPT writing test in terms of their use of lexical chunks. The results showed that firstly, there is a significant difference among Taiwanese EFL learners who received different ratings on the GEPT writing test in terms of the total number and the number of different categories of lexical chunks. Secondly, by looking at each category of lexical chunks, the EFL learners in the 5-point group used more lexical chunks than other groups. Those in the 2-point group, on the other hand, used the fewest lexical chunks. Thirdly, among different ratings, phrasal constraints were the most frequently used category of lexical chunks, followed by collocations, polywords, and sentence builders. Institutionalized expressions were the least used one of the five categories. Lastly, a significant difference was found between the passing groups (4-point and 5-point) and the failing groups (2-point and 3 point). Based on the findings, pedagogical implications were discussed and future research was suggested.
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