Formulaic sequences and L2 oral proficiency: Does the type of target language influence the association?

Stengers, Hélène; Boers, Frank; Housen, Alex; Eyckmans, June

doi:10.1515/iral.2011.017

Cited by 61 publications

(66 citation statements)

References 25 publications

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“…While both Boers et al (2006) and Stengers et al (2011) have confirmed the relationship between formulaic language use and oral proficiency, there have been fewer attempts on how the use of formulaic expressions can facilitate fluency in oral communication within different discourses (Wood, 2009). Therefore, the present study examines the use of formulaic expressions in EFL learners' oral proficiency exams consisting of individual and paired tasks so as to contribute to the literature suggesting the role of these expressions in language learners' fluency and overall proficiency.…”

Section: Formulaic Language Use In Oral Assessmentmentioning

confidence: 99%

“…According to Stengers et al, (2011), "Future research will have to confirm whether the same trends are observed in other (real-time) speaking activities, such as conversation, where pragmatic formulae or interaction routines play a greater part" (p. 339). Therefore, the findings of this study related to task type may contribute to the existing research on formulaic language by providing insights into how language learners use these expressions in both individual and paired tasks in which they conducted monologic and dialogic conversations, respectively.…”

Section: The Type Of Task In Which Efl Learners Use More Formulaic Lamentioning

confidence: 99%

“…** Bülent Ecevit University, School of Foreign Languages, Zonguldak-Turkey, uustunbas@beun.edu.tr *** Asst. Prof. Dr., Bilkent University, Graduate School of Education, MA TEFL, Ankara-Turkey, deniz.ortactepe@bilkent.edu.tr & Galpin, 2004) and facilitating social interaction (e.g., Nattinger & DeCarrico, 1992;Wray & Perkins, 2000;Wray, 2000;Stengers, Boers, Housen & Eyckmans, 2011), the use of formulaic expressions also enhances the fluency of language learners (e.g., Weinert, 1995;Wray, 2000;Wood, 2002;2006;.…”

Section: Introductionmentioning

confidence: 99%

“…Regarding the role of formulaic language in second language (L2) development and its relation to fluency, previous research suggested that exposure to these fixed expressions enables language learners to obtain native-like fluency (e.g., Ortaçtepe, 2012;Yorio, 1980;Stengers et al, 2011). On the other hand, it is suggested in the literature that the level of proficiency (e.g., Howarth, 1998;Ohlrogge, 2009;Yorio, 1989) and task type (e.g., Ellis, 2000;Skehan & Foster, 1999;Wood, 2002;Yuan & Ellis, 2003) are also effective on formulaic language use.…”

Section: Introductionmentioning

confidence: 99%

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EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

Üstünbaş¹,

Ortaçtepe²

2016

HUJE

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Despite the recent, increasing interest in the research of formulaic language which constitutes a significant part of languages, there is little research on formulaic language use in registers such as classroom teaching and textbooks. Therefore, this article aims to investigate a) formulaic language use of EFL learners in multi-task oral proficiency exams consisting of an individual and a paired task, b) the task type in which these learners use more formulaic language, and c) whether the use of formulaic expressions is related to their fluency and overall proficiency scores. The data were gathered from the content analyses of video recordings of oral proficiency exam belonging to 190 EFL learners with different proficiency levels according to the description of CEFR and the course book used at School of Foreign Languages at a state university in Turkey. The findings indicate that EFL learners used formulaic language which they were exposed to through their course books in oral proficiency exams with different tasks; they used more formulaic language in the paired tasks in which they interact with another exam taker and their use was significantly related to their scores of fluency and language proficiency.Keywords: Formulaic language, oral proficiency exams, textbook, fluency, overall proficiency. ÖZ:Dil kullanımında sağladığı kolaylıklardan ötürü kalıp ifadelerin kullanımına yönelik son yıllarda yapılan çalışmaların sayısındaki artışa rağmen, bu ifadelerin dil öğretiminde ya da ders kitaplarında nasıl kullanıldığına dair yapılan çalışmaların sayısının yeterli olmadığı görülmüştür. Bu eksiklik göz önünde bulundurularak yürütülen bu çalışmanın amacı a) İngilizceyi yabancı dil olarak öğrenen öğrencilerin ders kitaplarında yer alan kalıp ifadeleri tekli ve ikili görevlerden oluşan konuşma becerisini ölçme sınavlarında nasıl kullandıklarını b) bu öğrencilerin ne tür görevlerde (tekli ya da ikili) daha çok kalıp ifade kullandıklarını, c) kalıp ifade kullanmalarının konuşma sınavından aldıkları akıcılık puanları ya da genel dil başarılarıyla ilgili olup olmadığını araştırmaktır. Çalışmanın verileri, Türkiye'de bir devlet üniversitesinin Yabancı Diller Yüksekokulu'nda dil eğitimi alan Avrupa Ortak Ölçüt Çerçevesi tanımlamasına göre (CEFR) farklı seviyede dil kullanma becerisine sahip 190 öğrencinin konuşma sınavlarına ait kayıtların ve okulda kullanılan ders kitabının kalıp ifadeler kullanımına yönelik içerik analizleri karşılaştırılarak toplanmıştır. Çalışmanın bulguları, İngilizceyi yabancı dil olarak öğrenen öğrencilerin çoklu görevlerden oluşan konuşma sınavlarında ders kitaplarında gördükleri kalıp ifadeleri kullandıklarını; dahası bunları ikili görevlerde daha çok kullandıklarını ve bu ifadeleri kullanmalarının söz konusu sınavdaki akıcılık puanları ve genel dil başarılarıyla doğrudan ilişkili olduğunu ortaya koymuştur.Anahtar sözcükler: Kalıp ifadeler, konuşma sınavları, ders kitabı, akıcılık, dil başarısı.

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Section: Formulaic Language Use In Oral Assessmentmentioning

confidence: 99%

Section: The Type Of Task In Which Efl Learners Use More Formulaic Lamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

Üstünbaş¹,

Ortaçtepe²

2016

HUJE

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“…Unlike native speakers of English, non-native speakers are more likely to process formulaic sequences one word at a time (Conklin & Schmitt 2012). Other benefits are that language learners who use them while speaking may be judged as more proficient in 1 1 4 R E P L I C A T I O N R E S E A R C H language use (see Boers et al 2006;Stengers et al 2010Stengers et al , 2011, more fluent (Pawley & Syder 1983), and be seen as belonging to groups who use the same language (Wray 2002).…”

Section: Introductionmentioning

confidence: 99%

Replication research in pedagogical approaches to formulaic sequences: Jones & Haywood (2004) and Alali & Schmitt (2012)

Coxhead

2015

Lang. Teach.

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Research into the formulaic nature of language has grown in size and scale in the last 20 years or more, much of it based in corpus studies and involving the identification and categorisation of formulas. Research suggests that there are benefits for second and foreign language learners recognising formulaic sequences when listening and reading, and using them in speaking and writing. Very few studies, however, actually focus on formulaic sequences and teaching methodology and materials design in second and foreign language learning. This paper presents a brief background to researching, teaching and learning formulaic sequences, and considers the case for replication research in this area. The third part focuses on two original studies (Jones & Hayward 2004;Alali & Schmitt 2012) and makes suggestions for possible replication studies.

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Developing Idiomatic Competence in the ESOL Classroom: A Pragmatic Account

Liontas

2015

TESOL J

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Building on previous theoretical constructs and empirical findings on idioms, this article advances an integrated theoretical and methodological framework for developing idiomatic competence in English for speakers of other languages (ESOL). Beginning with a definition of the term idiomatic competence, the author then presents a framework of theory and pedagogy not to theorize research findings to date but to advocate for learning idioms in an explicit and systematic way befitting natural use in comprehending and producing idioms effectively and appropriately in actual context-sensitive social situations without violating the conventions of social appropriacy. Throughout the explication of this pragmatic account, a series of insights are offered to help readers reexamine their contexts of teaching and pedagogical practices. It is suggested that for idiom instruction to achieve social immediacy, that is, attain communicative reality and social relevance in everyday discourse, the conditions for optimal idiom learning need to be made compatible with and supportive of the way English language learners learn best. The author concludes with implications for practicing and testing idiomatic competence across the curriculum, even at the tertiary level, in a supportive environment that values active, real-life participation and engagement in English language learning both inside and outside the language class.

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Formulaic sequences and L2 oral proficiency: Does the type of target language influence the association?

Cited by 61 publications

References 25 publications

EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

Replication research in pedagogical approaches to formulaic sequences: Jones & Haywood (2004) and Alali & Schmitt (2012)

Developing Idiomatic Competence in the ESOL Classroom: A Pragmatic Account

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