Effects of Explicit Instruction on Learning Academic Formulaic Sequences for EFL College Learners' Writing

Autor/inn/en	Liou, Hsien-Chin; Chen, Wen-Feng
Titel	Effects of Explicit Instruction on Learning Academic Formulaic Sequences for EFL College Learners' Writing
Quelle	In: Taiwan Journal of TESOL, 15 (2018) 1, S.61-100 (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	Quasiexperimental Design; Questionnaires; Undergraduate Students; Academic Discourse; English (Second Language); Second Language Learning; Second Language Instruction; Intervention; Pretests Posttests; Writing Instruction; Phrase Structure; Writing Evaluation; Writing Teachers; Literary Genres; Language Proficiency; Teaching Methods; Likert Scales; Student Attitudes; Novels; Reports; Foreign Countries; Statistical Analysis; Comparative Analysis; Regression (Statistics); Taiwan + Suchen Sie Ihr Suchwort? Fragebogen; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Phrasenstruktur; Literarische Form; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Schülerverhalten; Novel; Roman; Abschlussbericht; Berichten; Ausland; Statistische Analyse; Regression; Regressionsanalyse
Abstract	In this study, a quasi-experimental within-subject design was adopted to examine the intervention effects of teaching academic formulaic sequences (FS) for writing with one intact class consisting of 15 EFL third-year college students. Fifty target FSs were chosen from five recently compiled academic formulas lists (mostly derived through corpus research) based on frequency, semantic transparency, and localized pedagogical considerations. Measurements included (a) the pretest, posttest, and delayed posttest on target FSs; (b) pretest and posttest timed summary writing; (c) free production of taught FSs in an out-of-class book report and research report assignments at the end of the semester or several months later. Additionally, the participants' perceptions toward the explicit instruction were investigated through a questionnaire. The results indicated that 60% of the taught FSs appeared in the participants' writing, and the numbers of FSs used increased after explicit instruction. Both the learners' posttest FS test and writing performance were better than those in the pretest, maintaining the effects. The current study shed some light for integrating FSs instruction into a college EFL writing class. Pedagogical implications suggested that writing teachers may take target genre types in their course into consideration when choosing appropriate formulaic sequences. Future research can recruit more participants with different backgrounds and different proficiency levels. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01