本文旨在研究學校課堂中慣用語串的教學對於台灣高職學生的聽力和閱讀能力的效益。四十八名台北市私立高職的女學生參與此項研究，他們被列為實驗組，並且接受了為期二十九週的慣用語串教學，控制組則無。本實驗用全民英檢初級的網路公開測試版來檢測所有參與者的聽力和閱讀能力，此外實驗組還填寫一份問卷，藉以了解他們在實驗末期的英語學習方法和態度以及對於慣用語串教學法的觀感。
研究結果顯示，在接受慣用語串教學之後，台灣高職學生的聽力和閱讀能力都有顯著的進步。實驗結果證明，在教師適度的引導之下，學生能夠經由自行探索的方式習得慣用語串的知識，並且成功地運用語塊的概念於實際的閱讀情境，然而在聽力上學生自認尚無法應用慣用語串來獲得立即的理解。研究結果也發現，台灣高職學生對於慣用語串教學抱持正面的態度，他們認為慣用語串可以提升其整體的英語能力，但是學生們的學習動機並未因此而有顯著的提升。

The present study aims to investigate the efficacy of explicit formulaic sequences instruction on English listening and reading comprehension of Taiwanese vocational high school students.
Forty-eight second-year female students participated in the experimental group in the study, and eighty-six in the experimental group. The former received the explicit formulaic sequences instruction for twenty-nine weeks while the latter did not. This study used the listening and reading sections of an official GEPT trial as the pre- and post-tests to examine the listening and reading abilities of the participants. Besides, a questionnaire was included to acquire the experimental group participants’ perception and attitudes to the learning approach.
The results showed that vocational high school learners’ listening and reading comprehension were both significantly promoted through formulaic sequences instruction. According to the questionnaire results, the experimental group’s awareness of formulaic sequences in reading was raised, while the students self-reported that they did not always attend to the existence of the sequences in listening. The results also revealed that vocational high school learners held positive attitudes toward the formulaic sequences instruction. They believed that the approach helped them in their overall English ability. However, the learners’ motivation to language learning was not raised.

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