本研究旨在探討以英語為外語的學習者在任務導向教學法中使用語塊之偏好與方法。本研究以一百零六名北台灣地區大學生為研 究對象。本研究包含兩篇 email 寫作任務,並由學生的任務中分析學 生們使用語塊的情形。研究者以隨機方式從中抽樣出十四名學生參 與訪談。主要的研究結果有四項: (一)、學生們選擇使用語塊的最主 要原因是語塊之相關性和對語塊之熟悉度。(二)、寫作的目的在學生 使用全部採用或部分採用語塊時,扮演著重要的角色。(三)、學生的 英文程度與英語語塊使用情形沒有明顯的相關性。(四)、參與研究的 學生普遍對於語塊教學與任務導向教學方式有正面的態度。總之, 本研究希望藉由分析學生使用語塊的方式以及對語塊學習的看法提 供老師在語塊教學上之建議與參考。 This study attempts to shed some light on the composing processes of and preferences for formulaic language adoption under a TBLT approach by EFL learners. A total of 106 Taiwanese EFL learners from a university in northern Taiwan participated in this study while fourteen of them were randomly selected to attend the follow-up interviews. This study involved two email writing tasks, which provided data for the analysis of the participants’ formulaic language adoption. Results of this study showed that the participants chose to adopt formulaic structures if these ready-made chunks were familiar to them and relevant to their writing purposes. Second, task type plays a vital role in the participants’ tendency to adopt formulaic language fully or partially. Third, no significance was uncovered between the relationship between English proficiency and formulaic language adoption. Last, generally speaking, the participants have a positive attitude toward both TBLT approach and formulaic language instruction. In conclusion, the study may be of importance in providing language teachers with insight on formulaic language instruction and students’ perceptions and feelings toward it.
