Scholarlink

<p>Chunk learning has been crucial in English-as-a-foreign-language (EFL) learning. This study introduces comparative continuation tasks into chunk learning, exploring whether it can promote chunk learning efficiency. This study adopts an experimental approach which collects quantitative data to assess students’ chunk learning performance. Sixty-two Chinese college students as EFL learners took part in this research. We compared the impact of different chunk learning tasks on acquiring verbal chunks, nominal chunks, discourse chunks and idiomatic chunks in continual phases. The results indicate that (1) comparative continuation tasks yield better chunk learning output than repetitive translation, cloze and recitation; (2) chunk learning develops in an accumulative and dynamic way, and comparative continuation tasks constantly promote chunk learning after several rounds; (3) comparative continuation tasks provide a scaffold for EFL learners to use and imitate. Comparative continuation tasks successfully trigger an alignment effect which bridges the gap between chunk learning and chunk use, and their interaction is strengthened after several rounds of comparative continuation tasks. The proposed comparative continuation tasks complement the current chunk learning methods.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The role of comparative continuation tasks in chunk learning

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月3日

查看全文
  • Wei Wang

摘要

Chunk learning has been crucial in English-as-a-foreign-language (EFL) learning. This study introduces comparative continuation tasks into chunk learning, exploring whether it can promote chunk learning efficiency. This study adopts an experimental approach which collects quantitative data to assess students’ chunk learning performance. Sixty-two Chinese college students as EFL learners took part in this research. We compared the impact of different chunk learning tasks on acquiring verbal chunks, nominal chunks, discourse chunks and idiomatic chunks in continual phases. The results indicate that (1) comparative continuation tasks yield better chunk learning output than repetitive translation, cloze and recitation; (2) chunk learning develops in an accumulative and dynamic way, and comparative continuation tasks constantly promote chunk learning after several rounds; (3) comparative continuation tasks provide a scaffold for EFL learners to use and imitate. Comparative continuation tasks successfully trigger an alignment effect which bridges the gap between chunk learning and chunk use, and their interaction is strengthened after several rounds of comparative continuation tasks. The proposed comparative continuation tasks complement the current chunk learning methods.