A Study in Enhancing L2 Learners' Utility with Written Academic Formulaic Sequences

Autor/in	Murray, Lewis
Titel	A Study in Enhancing L2 Learners' Utility with Written Academic Formulaic Sequences
Quelle	In: TESL Canada Journal, 34 (2017) 3, S.76-92 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Phrase Structure; Pretests Posttests; Intervention; Control Groups; Experimental Groups; Editing; Comparative Analysis; Instructional Effectiveness; Academic Discourse; Vocabulary Development; Word Frequency; Computational Linguistics; Statistical Analysis; College Students; Writing Instruction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Phrasenstruktur; Redaktion; Textbearbeitung; Unterrichtserfolg; Discourse; Diskurs; Wortschatzarbeit; Word analysis; Frequency; Wortanalyse; Häufigkeit; Linguistics; Computerlinguistik; Statistische Analyse; Collegestudent; Schreibunterricht
Abstract	Intervention exercises have tended to be limited to restricted controlled output in studies related to second language (L2) learners' acquisition of written academic formulaic sequences (FSs), while measurement of use has been drawn from freer output (AlHassan & Wood, 2015; Jones & Haywood, 2004; Peters & Pauwels, 2015). The current study reports on an intervention designed to be less controlled than previous studies and therefore closer to what learners would subsequently be required to produce. The intervention required a treatment group to edit target FSs into given paragraphs. These paragraphs were similar to those they were later required to produce and from which the data were drawn. Data drawn from pretests established that there was no significant difference in the occurrence of target FSs use between the treatment and control groups. Data drawn from posttests were used to determine whether there was any significant difference in the occurrence of the target FSs between pre- and posttests for each group. Results from the treatment group indicate that the intervention appears to have been effective in increasing learners' utility with the target FSs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01