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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Vydáno v:	Language teaching research : LTR Ročník 10; číslo 3; s. 245 - 261
Hlavní autoři:	Boers, Frank, Eyckmans, June, Kappel, Jenny, Stengers, Hélène, Demecheleer, Murielle
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Thousand Oaks, CA SAGE Publications 01.07.2006 Turpin Sage Publications Ltd
Témata:	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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Abstract	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.
AbstractList	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 & idiomatic expressions) can help learners come across as proficient L2 speakers & (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 & 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. Tables, Appendixes, References. Adapted from the source document 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. 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. (Contains 1 table.) 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.
Audience	Higher Education
Author	Eyckmans, June Boers, Frank Demecheleer, Murielle Stengers, Hélène Kappel, Jenny
Author_xml	– sequence: 1 givenname: Frank surname: Boers fullname: Boers, Frank email: Frank.Boers@docent.ehb.be organization: University of Antwerp & Erasmus College of Brussels – sequence: 2 givenname: June surname: Eyckmans fullname: Eyckmans, June organization: Erasmus College of Brussels – sequence: 3 givenname: Jenny surname: Kappel fullname: Kappel, Jenny organization: Université Libre de Bruxelles – sequence: 4 givenname: Hélène surname: Stengers fullname: Stengers, Hélène organization: Erasmus College of Brussels – sequence: 5 givenname: Murielle surname: Demecheleer fullname: Demecheleer, Murielle organization: Université Libre de Bruxelles
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Cites_doi	10.1075/lllt.9.10sch 10.1017/CBO9780511519772 10.1075/lllt.9 10.1093/applin/19.1.24 10.1075/lllt.9.09und 10.1016/j.system.2004.12.007
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References	Boers, F., Eyckmans, J., Stengers, H. Howarth, P. 1998; 19 Boers, F., Lindstromberg, S. 2005; 33 atypb9 Foster, P. (atypb3) 2001 Nattinger, J. R. (atypb8) 1992 Lewis, M. (atypb5) 1993 Skehan, P. (atypb14) 1998 atypb15 atypb16 Palmer, H. E. (atypb9) 1925 atypb11 atypb12 Boers, F. (atypb1) Lewis, M. (atypb7) 2000 Pawley, A. (atypb10) 1983 Sinclair, J. (atypb13) 1991 Lewis, M. (atypb6) 1997 atypb2 atypb4
References_xml	– article-title: Presenting idioms with a touch of etymology: more than mere mnemonics? publication-title: Language Teaching Research – volume: 33 start-page: 225 issue: 2 year: 2005 end-page: 238 article-title: Finding ways to make phrase-learning feasible: the mnemonic effect of alliteration publication-title: System – volume: 19 start-page: 22 year: 1998 end-page: 44 article-title: Phraseology and second language proficiency publication-title: Applied Linguistics – volume-title: A Cognitive Approach to language learning year: 1998 ident: atypb14 – start-page: 75 volume-title: Researching pedagogic tasks: second language learning, teaching, and testing year: 2001 ident: atypb3 – start-page: 191 volume-title: Language and communication year: 1983 ident: atypb10 – volume-title: Conversation year: 1925 ident: atypb9 – volume-title: Lexical phrases and language teaching year: 1992 ident: atypb8 – ident: atypb12 doi: 10.1075/lllt.9.10sch – ident: atypb16 doi: 10.1017/CBO9780511519772 – ident: atypb11 doi: 10.1075/lllt.9 – volume-title: Implementing the Lexical Approach. Putting theory into practice year: 1997 ident: atypb6 – ident: atypb9 – ident: atypb4 doi: 10.1093/applin/19.1.24 – ident: atypb1 publication-title: Language Teaching Research – volume-title: The Lexical Approach. The state of ELT and a way forward year: 1993 ident: atypb5 – volume-title: Corpus, concordance, collocation year: 1991 ident: atypb13 – ident: atypb15 doi: 10.1075/lllt.9.09und – volume-title: Teaching collocation year: 2000 ident: atypb7 – ident: atypb2 doi: 10.1016/j.system.2004.12.007
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Snippet	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... 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...
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SubjectTerms	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
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Title	Formulaic sequences and perceived oral proficiency: putting a Lexical Approach to the test
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