Shanbo Song1 , Jiazhun Liu2
1 Jilin Engineering Normal University , Jilin, Changchun, 130052, China
2 Changchun University of Science and Technology Jilin, Changchun, 130052, China
Nowadays, the importance of language communication is highlighted even more and in recent years, however, the ability of people from all over the world to master one or two languages is still very limited, and the spoken language is called “weak”. The reason is that there is no good method of education. It can combine grammar learning and oral English well, so that students can express and communicate well. The explicit input of prefabricated chunks can help people acquire second language effectively. Students in senior high school often have solid grammar knowledge and inadequate mastery of idiomatic words and sentences in oral English. The increasingly important oral demand makes the foundation of oral training for senior high school students become very important. The application of explicit input of prefabricated chunks in high schools is aimed at cultivating oral idiom and sensitivity of prefabricated chunks in senior high school students. At the same time, this study also has great inspiration to teachers' traditional language teaching methods, and provides some practical suggestions for the future oral language teaching.
Prefabricated chunks, High school, English teaching
Shanbo Song , Jiazhun Liu. The Effect of Explicit Input of Prefabricated Chunks on L2 Oral Teaching. Frontiers in Educational Research (2020) Vol. 3 Issue 13: 115-122. https://doi.org/10.25236/FER.2020.031320.
 Becker, J (1975). The Phrasal Lexicon [M].Cambridge:Bolton Newman, pp. 60-63.
 Bolinger, D (1976). Aspects of Language(2nd edition)[M].New YorkHarcourt Brace Jovanovich, pp.130.
 Cathleen Benevento (2011). Neomy Storch [J] Australia: Elsevier Inc, pp.97-111
 Erman, Britt& Beatrice Warren. The idiom principle and the Open choice principle. Text , no.20, pp.29-62
 Forster, Pauline Rules and routines: A consideration of their Role in the task-based language production of native and non-native speakers. In Martin Bygate, Peter Skehan and Merrill Swain (eds.), researching pedagogic tasks: Second language learning, teaching and testing. Harlow, UK: Longman, pp.75-93.
 Grant, L &Bauer, L (2004). Criteria for Redefining Idioms: Are We Barking up the Wrong Tree [J] .Applied Linguistics 25/ 1, pp.38-61.
 Krashen, S. D. (1989). We acquire vocabulary and spelling by reading:additional evidence for the input hypothesis[J].Modern Language Journal, no.73, pp.440-464.
 Lewis, M (1993). The Lexical Approach[M].Hove: Language Teaching Publications, pp.93
 Nattinger J. R. J.De Carrico (1992). Lexical Phrase and Language Teaching[M].Oxford: Oxford University Press, pp. 42-54.
 Oppenheim, Nancy. The importance of recurrent sequences for non-native speaker fluency and cognition. In Heidi Riggenbach (ed.), Perspectives on fluency, Ann Arbor: University of Michigan Press, pp. 220-240
 Van Lancker Sidtis, D. Rallon, G (2004). Tracking the Incidence of Formulaic Expressions in Everyday Speech: Methods for Classification and Verification [J] .Language and Communication 24/ 3, pp.207-240.
 Wood, D (2002). Formulaic Language in Acquisition and Production: Implications f or Teaching [J] .TES L Canada Journal 20/ 1, pp.1-15.