Formulaic sequences and perceived oral proficiency: putting a Lexical Approach to the test

This study reports a small-scale experiment that was set up to estimate the extent to which (i) the use of formulaic sequences (standardized phrases such as collocations and idiomatic expressions) can help learners come across as proficient L2 speakers and (ii) an instructional method that emphasize...

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Veröffentlicht in:Language teaching research : LTR Jg. 10; H. 3; S. 245 - 261
Hauptverfasser: Boers, Frank, Eyckmans, June, Kappel, Jenny, Stengers, Hélène, Demecheleer, Murielle
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Thousand Oaks, CA SAGE Publications 01.07.2006
Turpin
Sage Publications Ltd
Schlagworte:
College Students
Collocations
Competence
Control Groups
Correlation
Curriculum subjects: programmes and methods
Editors
Educational sciences
English (Second Language)
English as a Second Language Learning
English as a Second Language Teaching Materials
English as a Second Language Teaching Methods
Experimental Groups
Idioms
Interviews
Language
Language Patterns
Language Proficiency
Language teaching methods
Learning Strategies
Linguistics
Memory
Modern language
Oral Language
Phrase Structure
Reading Materials
Reading-writing relationship
Second Language Instruction
Second Language Learning
Sequences
Students
Teaching
Teaching Methods
Traditional Grammar
Verbal communication
Vocabulary
Learning
English
Teaching method
Test
ISSN:1362-1688, 1477-0954
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Beschreibung
Zusammenfassung:This study reports a small-scale experiment that was set up to estimate the extent to which (i) the use of formulaic sequences (standardized phrases such as collocations and idiomatic expressions) can help learners come across as proficient L2 speakers and (ii) an instructional method that emphasizes ‘noticing’of L2 formulaic sequences can help language learners add such phrases to their linguistic repertoire. Participants were 32 college students majoring in English. Over the course of 22 teaching hours they were exposed to considerable quantities of authentic listening and reading materials. During exploration of those materials, the experimental students (N = 17) were made aware of standardized word combinations, while in the control group (N = 15) the traditional grammar-lexis dichotomy was upheld. Afterwards, the participants’ oral proficiency was gauged in an interview by two blind judges. Both perceived the experimental group as more proficient than the control group. Two other blind judges counted the number of word combinations in the interviews that they considered to be formulaic sequences. Their counts correlated well with the oral proficiency ratings, which suggests that helping learners build a repertoire of formulaic sequences can be a useful contribution to improving their oral proficiency.
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ISSN:1362-1688
1477-0954
DOI:10.1191/1362168806lr195oa