Explicit Instruction of Formulaic Expressions and Second Language Pragmatic Competence: A Collective Case Study

Abstract

Research on formulaic language pedagogy has shown that a wide repertoire of formulaic expressions can help second language (L2) learners to present themselves as proficient language speakers. Formulaic expressions often carry a strong sense of social contract and perform specific pragmatic purposes (Bardovi-Harlig, 2012) and therefore play a crucial role in developing L2 pragmatic competence. However, research in this area lacks solid findings about the role of explicit instruction in developing L2 pragmatic competence as well as in stimulating acquisition and retention of formulaic sequences that possess pragmatic functions. The present study investigated whether and how the explicit instruction of refusal and thanking formulaic expressions can foster acquisition and retention of these expressions and help L2 learners in developing their pragmatic competence and overcoming challenges they face while performing these speech acts. The research design consisted of pre-, post-and delayed post-tests, a 9-hour instructional intervention (Boers & Lindstromberg, 2012), and thematic analysis of students' written and oral reflections about the explicit instruction course. The results imply that explicit instruction of such expressions and semantic formulas can increase learners' understanding of the complex phenomenon of formulaicity and help their spoken language become more pragmatically appropriate, more grammatically accurate, more fluent, concise and confident. Explicit instruction also helps L2 learners to overcome the challenges they may face while performing refusal and thanking speech acts. These findings have practical implications for incorporating activities focused on meanings and pragmatic functions of various formulaic expressions into every day classroom practices.

Exploring the Potential of Subtitled Foreign Media for the Learning of Conventional Expressions

“…These results coincide with previous studies that found that teaching pragmatics, and specifically pragmatic expressions, is a worthwhile pedagogical endeavour (Taguchi, 2011;Bardovi-Harlig & Vellenga, 2012;Li, 2012;Zavialova, 2015). Rather than comparing implicit and explicit methods to teach L2 expressions (as in Rafieyan et al, 2015 andTateyama, 2001), this study compared a new method to the status quo and found that the new method is likely more effective.…”

“…The next step was to select the key expressions for this study. Previous pragmatics studies have predominately worked with speech acts such as apologizing (e.g., Maeshiba, Yoshinaga, Kasper, & Ross, 1995), refusing (e.g., Taguchi, 2008), thanking (e.g., Zavialova, 2015), requesting (e.g., Li, 2012), or a combination of speech acts (e.g., Tateyama, 2001;Akai, 2007). Instead, in the spirit of situation-based utterances (SBUs), the expressions were grouped categorically by the type of situation in which they are used.…”

Exploring the Potential of a Formula-Enhanced Approach for Speech Act Teaching in Language Instruction for Newcomers to Canada

“…I was also inspired by my thesis supervisor, a recognized expert in formulaic language research and pedagogy, Dr. David Wood, who believes that more intervention studies linking knowledge of formulaic language with well-established methods like task-based teaching and focus on form are urgently needed (Wood, 2015). My Master's study (Zavialova, 2015) eventually grew into a doctoral project that is presented in this dissertation and aims at developing a more refined, formula-enhanced 1 approach to teaching L2 pragmatics in the LINC context. of LINC is to support the settlement and integration of adult permanent residents and provide basic language training in one of Canada's official languages as well as promote Canadian citizenship (Citizenship and Immigration Canada, 2010).…”

“…attention was not explicitly directed to pragmatic formulas of the apology speech acts. Two examples of teaching intervention studies which did focus explicitly on formulaic language while teaching pragmatics are Bardovi-Harlig and Vellenga (2012) and Zavialova (2016).…”

“…In Zavialova (2016), learners were encouraged to complete various activities designed to facilitate acquisition and retention of refusal and thanking formulaic expressions. These activities were based on several fundamental approaches to formulaic language teaching reviewed in Boers and Lindstromberg (2012).…”