Formulaic Sequences and Perceived Oral Proficiency: Putting a Lexical Approach to the Test

Autor/inn/en	Boers, Frank; Eyckmans, June; Kappel, Jenny; Stengers, Helene; Demecheleer, Murielle
Titel	Formulaic Sequences and Perceived Oral Proficiency: Putting a Lexical Approach to the Test
Quelle	In: Language Teaching Research, 10 (2006) 3, S.245-261 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1191/1362168806lr195oa
Schlagwörter	Experimental Groups; Control Groups; Language Patterns; Reading Materials; Traditional Grammar; Teaching Methods; Oral Language; Language Proficiency; Phrase Structure; Second Language Learning; College Students; English (Second Language); Vocabulary; Interviews; Correlation; Second Language Instruction + Suchen Sie Ihr Suchwort? Sprachmodell; Sprachstruktur; Traditionelle Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Phrasenstruktur; Zweitsprachenerwerb; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatz; Interviewing; Interviewtechnik; Korrelation; Fremdsprachenunterricht
Abstract	This study reports a small-scale experiment that was set up to estimate the extent to which (i) the use of formulaic sequences (standardized phrases such as collocations and idiomatic expressions) can help learners come across as proficient L2 speakers and (ii) an instructional method that emphasizes "noticing" of L2 formulaic sequences can help language learners add such phrases to their linguistic repertoire. Participants were 32 college students majoring in English. Over the course of 22 teaching hours they were exposed to considerable quantities of authentic listening and reading materials. During exploration of those materials, the experimental students (N = 17) were made aware of standardized word combinations, while in the control group (N = 15) the traditional grammar-lexis dichotomy was upheld. Afterwards, the participants' oral proficiency was gauged in an interview by two blind judges. Both perceived the experimental group as more proficient than the control group. Two other blind judges counted the number of word combinations in the interviews that they considered to be formulaic sequences. Their counts correlated well with the oral proficiency ratings, which suggests that helping learners build a repertoire of formulaic sequences can be a useful contribution to improving their oral proficiency. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10