Presenting Lexical Bundles for Explicit Noticing with Schematic Linguistic Representation

Autor/in	Thomson, Haidee Elizabeth
Titel	Presenting Lexical Bundles for Explicit Noticing with Schematic Linguistic Representation
Quelle	In: TESL-EJ, 20 (2016) 2, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Phrase Structure; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Retention (Psychology); College Students; Asians; Foreign Countries; Pretests Posttests; Metalinguistics; Translation; Statistical Analysis; Japan + Suchen Sie Ihr Suchwort? Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Merkfähigkeit; Collegestudent; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Metalanguage; Metasprache; Statistische Analyse
Abstract	Lexical bundles are essential for fluency, but their incompleteness is a stumbling block for learners. In this study, two presentation methods to increase awareness of lexical bundles through explicit noticing are explored and compared with incidental exposure. The three conditions in this study were as follows: noticing with schematic linguistic representation (n = 15), noticing with context completion (n = 26) and meaning focused exposure (n = 24). Participants were English language learners at a university in Japan. Following treatments, the ability to produce lexical bundles in written English was measured. Immediate learning gains were significantly greater for the schematic linguistic representation method; however, no significant difference in gains between the conditions appeared in the two week delayed post-test. Results suggest that while noticing lexical bundles with schematic linguistic representation is an effective initial learning intervention, this is no guarantee for long-term knowledge retention. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01