汉语中存在一定数量的言语结构，如俗语、口语习用语等，它们具有结构上的固定性，语义上的整体性以及交际中的常用性。这类结构的掌握程度，是衡量汉语二语学习者口语水平的重要参考标准。相较初级阶段，中级阶段的学习者，处在词汇和语法项目的发展期，在口语交际中，除言语输出的准确性外，对流利性和得体性都有了更高的要求。因此，如何进行词汇和语法的教学，帮助学生克服中介语，就成了中级阶段口语教学的重点。当前，有学者借鉴国外二语教学的“语块”理论进行汉语教学研究，并提出相关教学建议。但“语块”理论是否适合汉语教学，是否适合中级阶段的对外汉语口语教学，适用性有多大，这些问题都应该进一步探讨。本文从指导实际教学的角度出发，采用定性加定量的研究方法，在已有研究的基础上对“语块”理论在中级阶段对外汉语口语教学中的适用性及其影响因素进行了分析。本研究认为语块理论的核心是信息的整体输入、储存和提取，语块理论指导的基本教学原则是言语结构的整体输入和输出。从该原则出发，在进行完整教学设计的基础上，本研究对20名母语为英语的学生进行了语块教学实验和访谈。通过教学实验，本研究发现：在中级对外汉语口语教学中，语块理论在实现教学的理解性目标和生成性目标方面具有不同程度的适用性。在实现教学的理解性目标方面，语块理论表现出了较明显的适用性，实验组各类语块的理解情况都要优于对照组；在实现教学的生成性目标方面，语块理论的适用性表现出类型化的特点。实验组和对照组的固定短语类语块的使用率都比较低，尤其是固定短语类语块中的俗语；理论对框架结构（短语框架、句子框架）的教学适用性也不明显，相对于传统的结构分析法，并没有表现出更大的优势。在实验后的访谈中，本研究对语块理论适用性的影响因素进行了进一步探讨，发现语块理论在中级阶段对外汉语口语教学中的适用性同语块类型、阶段性学习难点、学生的学习观念、学习策略都存在一定关系。

There exist many chunks in Chinese, such as idioms and proverbs，which have supre-structural meanings and comparatively fixed structures, and, thus, according to the theory of Language Chunks, could be stored and extracted as a whole from short term memory. Taking the theory of Language Chunks as our standpoint, we have, in this paper, defined and categorized chunks in Chinese by using quantitative and qualitative research methods. Basically, there are five categories of chunks in Chinese: collocations, parenthesis, fixed phrase, phrase frames and sentence frames. Also, we believe that the basic teaching principal based on the theory of Language Chunks is the overall input and output of information. Most importantly, we have evaluated applicability of this theory and discussed its affecting factors in the conduct of a complete teaching design.By conducting a teaching experiment and an interview, conclusions are drawn as following. Basically speaking, applicability of the theory of Language Chunks is not even in the teaching process of language comprehension and generation. In achieving the comprehensive teaching goal, the theory has showed a comparatively apparent applicability, demonstrating by higher output data of five chunking categories in the experimental group. However，when it comes to the generative teaching goal, the applicability has showed a category-varing feature. Output rate of the fixed phrases, especially parenthesis, is vey low in both the experimental group and the control group. Also, the applicability is not so obvious as we had hypothesized in the teaching process of phrase frames and sentence frames. Thus, we think that the theory of language chunks does not show greater advantages compared with traditional structure-analytic teaching method in achieving the generative teaching goal.In the after-experiment interview, we went further by discussing the affecting factors of the applicability. According to our analysis, categories of chunks, learning strategies and perspectives of students, periodical difficulties of intermediate-level oral Chinese learning and features of the chunking theory-guided teaching method itself, all of them relate to the applicability.