The EFL formula: strategies for teaching and learning English as a foreign language in primary schools

本研究旨在探讨公式化语言在小学英语教学中的作用。研究将分为三个部分。第一步将是分类公式化的亚型，在他们的相关性EFL，基于分布特性（使用语料库技术）和广泛报道的处理和流畅性的影响（使用心理语言学技术，如眼动跟踪验证）。第二，本研究的结果将应用于小学英语教材的开发。最后，将通过混合方法评估这些材料在香港课堂干预中的有效性。尽管英语在香港作为官方语言的重要性，但最近的证据表明，能力水平较低，建议香港学校应更加重视英语口语和书面语（Bacon-Shone et al.，2015）。英语在香港作为第二语言的重要性使其成为本项目的绝佳案例研究。10-11岁的香港小学儿童被认为是最适合的参与者，他们已经发展了理解一系列材料所需的认知和语言技能。

This research examines the role of formulaic language in teaching and learning EFL in primary schools. The study will be threefold. The first step will be to categorise formulaic subtypes, in terms of their relevance to EFL, based on both distributional properties (using corpus techniques) and the widely-reported processing and fluency effects (validated using psycholinguistic techniques such as eye-tracking). Secondly, the findings will be applied to the development of EFL materials to be used in primary schools. Finally, effectiveness of the materials in a classroom intervention in Hong Kong will be evaluated through a mixed methods approach. Despite the importance of English as an official language in Hong Kong, recent evidence suggests that competency levels are low and it is proposed that spoken and written English should receive more emphasis in Hong Kong schools (Bacon-Shone et al., 2015). The prominence of English as a second language in Hong Kong makes it an excellent case study for this project. Hong Kong primary school children aged 10-11 have been identified as the most suitable participants to have developed the cognitive and linguistic skills necessary to understand a range of materials.