摘要
英语习语是外语学习中的最难点之一，通常具有良好英语水平的外语学习者们在英语习语的掌握上却相当薄弱。虽然二语词汇习得方面的研究比较丰富，但英语习语作为一类特别的词汇，从二语习得的角度来对它进行的研究却很少。对于外语学习者对英语习语的习得状况和习得模式，我们知之甚少。在本研究中，作者试图通过一次横向研究来探索中国英语学习者们对英语习语的习得模式。
在当前二语习得与习语习得的理论基础之上，作者首先建立了一个理论框架，确定了与此研究相关的四个因素：习语种类，知识类型，习语的频率，以及不同英语水平的外语学习者，并表明了它们之间的基本联系。
为了了解不同英语水平的外语学习者的英语习语习得的模式，该调查以代表三个不同英语水平的98名的英语专业的本科生作为受试。对他们进行了三个频率下的三类习语产出性知识和接受性知识的测试。调查历时三个月，收集到了有关数据。这些数据主要由两部分组成：受试在接受性习语测试中的作答，和受试在产出性习语测试中的作答。
通过对数据的定量与定性分析，我们获得了三个方面的发现：(1)受试英语习语的总体习得模式(即把三类习语作为一个整体来考察)：(2)受试三类英语习语的(个体)习得模式：(3)受试英语习语的形式及意义的习得模式。
作者从词汇习得的认知机制和学习环境两个方面对调查结果的可能原因进行了探讨。譬如三类成语在习得认知上的差异，课堂环境对不同习语的教与学所造成的差异，以及英语习语输入与产出之间的差异，等等。最后，作者对未来的同类研究提出了几点建议。
Idioms constitute one of the most difficult areas of foreign language learning for both teachers and learners, and usually EFL learners with good English proficiency are quite incompetent in the mastery of idioms. Though researches on L2 vocabulary acquisition are abundant, researches on the specific multiword expression type-idiom in terms of L2 vocabulary acquisition are scarce. Little have we known about the idiom acquisition conditions as well as idiom acquisition patterns of EFL learners. In the present research, the author attempted to explore the EFL learners' acquisition pattern of English idioms in a cross-sectional approach.
Based on the current theories of L2 vocabulary acquisition and idiom acquisition, a tentative conceptual framework was first established which identified four relevant factors- idiom class, knowledge type, frequency band and EFL learners of different proficiency levels, and the relationship among the factors.
To explore the acquisition pattern of idiom knowledge across learners of different English proficiency, the data for this study were collected in three-month period from 98 undergraduate English majors representing three proficiency levels. They were tested on receptive and productive knowledge of idioms of three sub-classes in three frequency bands. The primary data consisted of two parts: participants' performance on a receptive idiom test, and participants' performance on a productive idiom test.
Quantitative and qualitative analyses of the collected data yield the following aspects of major findings: (1) the acquisition pattern of idiom knowledge in general sense, i.e., considering three idiom classes as a whole; (2) the acquisition pattern of idiom knowledge considering different idiom classes; and (3) the acquisition pattern of idiom meaning and form in terms of the depth of idiom
knowledge.
The possible causes for the above findings were discussed from the perspectives of cognitive process involved in idiom acquisition and the learning environments characteristic of foreign language classroom setting, such as the differences of three idiom classes in cognitive process, the differences in the exposures of different idiom classes in the L2 classroom setting, and the differences between idiom input and output, etc. And finally recommendations are given for further research.
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