Building Speaking Fluency with Multiword Expressions

Autor/in	Thomson, Haidee
Titel	Building Speaking Fluency with Multiword Expressions
Quelle	In: TESL Canada Journal, 34 (2017) 3, S.26-53 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Language Fluency; English (Second Language); Second Language Learning; Second Language Instruction; Phrase Structure; Teaching Methods; Quasiexperimental Design; Workshops; Comparative Analysis; Control Groups; Experimental Groups; Correlation; Feedback (Response); Recall (Psychology); Cues; Learning Activities; Engineering Education; Foreign Countries; Pretests Posttests; Student Surveys; Student Attitudes; College Students; Cloze Procedure; Language Tests; Japan; Test of English for International Communication; International English Language Testing System + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Korrelation; Abberufung; Stichwort; Lernaktivität; Ingenieurausbildung; Ausland; Schülerbefragung; Schülerverhalten; Collegestudent; Lückentext; Language test; Sprachtest; Language tests; Englisch
Abstract	Previous research has shown a link between speaking fluently and using multiword expressions. However, evidence on how to effectively teach multiword expressions is limited. This study investigates the effect of fluency-oriented classroom teaching on speaking fluency, with special attention to multiword expressions. In this quasi-experimental study, a sequence of activities believed to foster fluency was implemented for 6 weeks in the classroom. The activity sequence was based on Wood's (2009) fluency workshop report. The students' gains in speaking fluency as well as their cued recall of multiword expressions were compared with a control group. Results show significant gains under the experimental condition for cued recall of multiword expressions (N = 73), but speaking fluency and the number of multiword expressions used in speech (n = 23) did not increase significantly when compared with the control group. The data also lend further support to the thesis that speaking fluency and use of multiword expressions are positively correlated. Learner feedback on the activities revealed "shadowing" to be one of the most favoured activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01