Options in Collocation Instruction: An Overview of Teaching and Research

詞語搭配教學之選擇：教學與研究之回顧

研究顯示出搭配詞對語言發展的教學效果有大興之勢，特別是對閱讀、寫作及口語能力，本文探討近年來對於搭配詞的幾個重要研究面向：搭配詞能力與英語能力之間的相關性及搭配詞的教學效果。不過此類研究結果對語言教學之影響卻鮮少提及，所以本文進一步探究並提出搭配詞教學研究焦點可分為三種類型：輸入、明示教學和輸出練習，建議在教學上，教學者應逐漸傾向於以自然語言為根本，調整教材編撰與課程設計之方向與內容，本文並提出許多搭配詞的教學活動，作為國內英語教師搭配詞語教學選擇之參考。

A substantial body of research has investigated how collocation instruction contributes to language development, particularly in reading, writing, and speaking. However, there has been very little discussion of how the knowledge provided by this research can inform language teaching. This article reviews studies that address how collocations can best be taught in terms of different theoretically motivated instructional options: (a) input, (b) explicit instruction, and (c) production practice. Furthermore, we consider a number of possibilities for the pedagogic utilization of the information it makes available, and provide an account of instructional options. The need for research that investigates how teachers integrate their professional knowledge into their personal pedagogical system is also recognized.