Formulaic Sequences and Their Relationship with Speaking and Listening Abilities

Autor/inn/en	Khodadady, Ebrahim; Shamsaee, Saeedeh
Titel	Formulaic Sequences and Their Relationship with Speaking and Listening Abilities
Quelle	In: English Language Teaching, 5 (2012) 2, S.39-49 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Speech Skills; English (Second Language); Second Language Learning; Interviews; Language Proficiency; Correlation; Scores; Listening Skills; Foreign Countries; College Students; Females; Majors (Students); Tests; Language Usage; Language Fluency; Language Tests; Iran; International English Language Testing System + Suchen Sie Ihr Suchwort? Mündliche Leistung; Sprachfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; Korrelation; Ausland; Collegestudent; Weibliches Geschlecht; Examination; Prüfung; Examen; Sprachgebrauch; Language test; Sprachtest; Language tests; Englisch
Abstract	This paper aims to investigate the relationship between the use of formulaic sequences (FSs), speaking ability and speech fluency. Formulae form a considerable portion of native-speakers' speech and mastering them helps learners to appear more native-like. In this study 41 learners of English were interviewed and their speech fluency, level of proficiency and also the frequency of their use of FSs were measured and statistically analyzed. The results of frequency and correlation analyses show that among the seven categories of FSs proposed by Ohlrogge (2009), "Personal Stance Markers" and "Transitions" show significant correlation with speaking scores. In addition, discriminant function analysis shows that the frequency of the use of these two categories of FSs can predict the learners' overall speaking scores better then their speech fluency. The applications and implications of the findings for language teaching and phraseology are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01