Teaching Formulaic Sequences in the Classroom: Effects on Spoken Fluency

Autor/inn/en	McGuire, Michael; Larson-Hall, Jenifer
Titel	Teaching Formulaic Sequences in the Classroom: Effects on Spoken Fluency
Quelle	In: TESL Canada Journal, 34 (2017) 3, S.1-25 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Phrase Structure; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Language Fluency; Control Groups; Experimental Groups; Task Analysis; Oral Language; Listening Skills; Syllables; Native Speakers; Evaluators; Effect Size; Comparative Analysis; Incidental Learning; Intensive Language Courses; Pretests Posttests; Instructional Effectiveness; College Preparation; Undergraduate Study; Program Descriptions; Statistical Analysis + Suchen Sie Ihr Suchwort? Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Silbe; Muttersprachler; Inzidentelles Lernen; Intensivkurs; Sprachkurs; Unterrichtserfolg; Grundstudium; Statistische Analyse
Abstract	Formulaic sequences (FS) are frequently used by native speakers and have been found to help non-native speakers sound more fluent as well. We hypothesized that explicitly teaching FS to classroom ESL learners would increase the use of such language, which could further result in increased second language (L2) fluency. We report on a 5-week study where students in a control group (n = 8) heard authentic English and practiced speaking and listening using a task-based approach, while students in a treatment group (n = 11) did the same but also focused on noticing and using FS found in weekly topic transcripts. Measures of speech rate (syllables per minute) and mean length of run (number of syllables found in the longest stretch with no pauses) served as objective measures of fluency. Sixteen native-speaker judges assessed excerpts from pre- and posttests for subjective fluency. The number of syllables of FS (expressed as a ratio of the total number of syllables) was counted by two judges. Results found large effect sizes for group membership in all measures, with the treatment group increasing FS use and fluency to a large extent and statistically outperforming the control group on most measures. We conclude that explicitly teaching formulaic sequences may lead to increased use of such phrases and also increased fluency. (As Provided).
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Update	2020/1/01