注重詞塊教學提高英語口語的準確度

侯芬

【摘要】“使用語言的流利程度并不取決于大腦中儲存了多少生成語法規則，而取決于儲存了多少詞塊”。詞塊是指那些兼具詞匯和語法特征、有特定話語功能的語言結構；通常由多個詞項組成，且整體存儲在記憶中，使用時直接提取，無需語法生成和分析。

【關鍵詞】詞塊 教學 英語 準確度 口語

在不斷的一線英語教學實踐中，口語通過引導學生操練積累詞塊、提取使用詞塊、鞏固內化詞塊，訓練學生詞塊運用能力，提高學生口語表達的流利性和準確度。

一、在單詞學習中操練和積累詞塊

初中英語教材中含有大量有用的詞塊，教師要有意識地培養學生的詞塊意識。學習新的單詞時，要學習與其搭配的詞塊，而不是孤立地學習單詞。比如，在教學單詞proud時，要結合詞塊be proud of sb. / sth.； be proud to do sth.； be proud + that從句進行操練。教師可以呈現姚明的圖片，引導學生說出句子：We Chinese are proud of Yao Ming. We are proud to watch Yao Ming play basketball. We are proud that Yao Ming can play basketball so well. 又如，教學單詞spend時，引出詞塊spend some time or money on sth./ （in） doing sth.，并圍繞購書經歷引導學生說出句子：I spent 8 yuan on the book./ I spent 8 yuan （in） buying the book.還可以比較意思相近的句子：The book cost me 8 yuan./ I paid 8 yuan for the book./ I bought the book for 8 yuan.

二、在復述課文的過程中提取和使用詞塊

學生的英語詞匯理解和記憶并沒有多大問題，問題是如何在使用時盡快將所需詞匯從大腦中搜索出來，并能恰當使用（于秀蓮，2008）。教師要通過各種方式訓練學生提取和使用詞塊的能力，使學生在詞塊運用中提高口語表達的準確度和流利度。以8B Unit5 International Charities的教學為例，學生整體理解課文后，教師可以提取本課重點詞塊used to do sth， be used to sth/ doing sth， do/give/ perform operation on sb， operate on sb， so ...that， such...that， be proud of/ to do sth/ that...， be grateful to sb./ for sth， afford sth./to do sth，要求學生選用以上詞塊復述課文，訓練學生提取和使用詞塊的能力，促進詞塊知識轉化成詞塊能力。

三、在話題談論中鞏固和內化詞塊

為了促進詞塊的鞏固和內化過程，筆者經常在課上設計口頭對話和話題描述活動，訓練學生創造性地使用詞塊的能力。比如在8B Unit1 Past and Present 單元，我要求學生比較并談論小學和初中生活的差異，在對話中要盡可能多地使用詞塊。以下是筆者整理的學生對話：

對話一：

A： When I was in primary school， I used to go to school by bike on my own. Sometimes my mother took me to school because of bad weather.

B： How lucky you are. My home is far away from school. My mother had to drive me to school every day. It took me about half an hour to get to school. We have moved into a new flat near our school. And Im old enough to come to school on my own. Whats more， my mother has more time to relax.

對話二：

A： When I was in primary school， I used to go to school at 7：00 a.m. and I have a lot of time to play with my friends after school.

B： I have the same feeling. Now we go to school at 6：15 every morning and I am not used to it. I often feel tired and sleepy. I have a lot of homework to do after school and I have no time to play. School life is much busier than before.

A： Yes， thats true.

對話三：

A： When I was in primary school， I was poor at my studies and I used to fail in the exams. My father often shouted at me amd made me very sad.

B： Hard luck. Are things better now？

A： Yes. My father often encourages me to work hard and not to lose heart. I feel happier and do better in my lessons than before. What about you？

B： My parents used to give me a lot more exercises to do after school and also at weekends. Most of my free time was used to do exercises and I had no time to play or watch TV. I was tired of it.

A： Thats too bad.

B： Now I live in the school dormitory .Im happy to have a lot of friends and I always have a great time chatting with them. I also have more free time to plan to do things I like to do.

A： That sounds interesting. School life is really great.

B： Yes， I agree.

在教學實踐中，經常采取小組比賽的形式訓練學生運用詞塊的能力，鼓勵學生提取和使用所學詞塊，在提取和使用詞塊中鞏固和內化詞塊。從以上三則對話中可以看出，學生已具備主動提取和創造性地使用不同的詞塊的意識，語言更豐富，表達更流利、準確。