Multiword expressions and the digital turn

Wible, David

doi:10.1075/z.138.13wib

Cited by 18 publications

(21 citation statements)

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“…However, despite the fact that language acquisition usually begins with aural input, formulaic sequences occur also in written language (e.g., Wible 2008;Reynolds 2016). When a child learns how to read, the extensive part of their lexicon is acquired incidentally through reading.…”

Section: Formulaic Sequences In First Language Acquisitionmentioning

confidence: 99%

Formulaic Sequences in First Language Acquisition and Foreign Language Learning

Orlik

2017

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Formulaic sequences constitute a large part of the language we speak. This group contains, for example, idiomatic expressions, proverbs, mnemonics, or larger texts taught as a whole, like songs or prayers. They seem to be stored in our mental lexicon rather than created from scratch every time they are needed. The aim of the present article is to examine some types of formulaic sequences and discuss their function in communication. First, the article describes how children acquire and make use of formulaic sequences when they start speaking English as their mother tongue. Secondly, the paper discusses the difference between learning English as an L1 and as an L2. The paper aims to discuss various strategies used by children who do not speak English but have to use it because they find themselves in English-speaking environments. Furthermore, the article discusses some selected issues concerning adults learning formulaic sequences and major problems connected with it. Such difficulties usually stem from not having enough linguistic input from native speakers and therefore not being able to recognise strings of words that are most likely to occur.

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Section: Formulaic Sequences In First Language Acquisitionmentioning

confidence: 99%

Formulaic Sequences in First Language Acquisition and Foreign Language Learning

Orlik

2017

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“…collocator focuses on contextual patterns of vocabulary use, specifically on collocations (Wible et al . 2004, 2006; Wible 2008). Once the toolbar with which collocator is embedded is installed, like Google toolbar, it can be seen on top of an Internet browser window (see Fig 1).…”

Section: Tools For Language Learning In the Digital Wild: An Examplementioning

confidence: 99%

A browser-based approach to incidental individualization of vocabulary learning

Wible

Liu

Tsao

2011

Journal of Computer Assisted Learning

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The shift towards communicative language teaching in recent decades has created pressure towards individualized pedagogy that arises from the diversity found within any group of learners. One of the richest areas of diversity in target language needs across learners is the lexis of the various discourse communities that different learners are attempting to enter. This paper elucidates one way that the Web and the new practices that it has engendered has created possibilities for individualizing vocabulary learning in context and for doing this incidentally and in real time. We propose an approach to individualization that leverages the navigation level of the Web. This approach is illustrated with a browser-based agent that first detects collocations incidentally within the web pages that the user freely browses, and then unobtrusively offers to bring these to the learner's attention. The novel challenge for the technology was that the natural language processing techniques must perform reliably in real time, in unscripted noisy contexts. Two empirical studies are reported. One shows that the tool enhances collocation learning and the other that unrestricted learners using the tool encounter divergent sets of collocations, resulting in individualization.

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“…L2 learners, even at the higher levels of proficiency, know and use fewer formulaic sequences than native speakers (Foster, ; Howarth, ). Noticing and acquiring formulaic sequences can be particularly challenging for English as a foreign language (EFL) learners (as opposed to ESL learners) whose primary source of second language input comes as text (Wible, ). While phonological features such as speech rate, pausing, and stress patterns are possible indicators of formulaic sequences in spoken input (Read & Nation, ), “there is no indication in [written input] that a particular string of words constitutes a chunk” (Wible, , p. 173).…”

Section: Why Do Formulaic Sequences Need To Be Taught?mentioning

confidence: 99%

“…Noticing and acquiring formulaic sequences can be particularly challenging for English as a foreign language (EFL) learners (as opposed to ESL learners) whose primary source of second language input comes as text (Wible, ). While phonological features such as speech rate, pausing, and stress patterns are possible indicators of formulaic sequences in spoken input (Read & Nation, ), “there is no indication in [written input] that a particular string of words constitutes a chunk” (Wible, , p. 173). For instance, Altenberg and Granger () found that their EFL learners, even at an advanced proficiency level, had great difficulty with a high‐frequency verb like make .…”

Section: Why Do Formulaic Sequences Need To Be Taught?mentioning

confidence: 99%

Teaching Formulaic Sequences in the ESL Classroom

Hatami

2014

TESOL J

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In both second language (L2) research and pedagogy, individual words have been considered the basic lexical unit; this is not surprising, because individual words are convenient to identify, teach, and work with (Schmitt, ). However, there is a growing awareness that language users do not always process language word by word, but also make use of formulaic sequences. In fact, it has been estimated that formulaic sequences constitute more than 50% of spoken and written English discourse (Erman & Warren, ) and that these sequences are strongly associated with fluent, communicative, native‐like language production (Pawley & Syder, ; Schmitt, ). This means that in order to appear proficient, English as a second language (ESL) learners also need to gain mastery of these sequences. However, formulaic sequences are particularly difficult for L2 learners to acquire (Scarcella, ; Yorio, ), which further emphasizes the need to focus on and teach these sequences in the ESL classroom. This article, based on previous research findings on formulaic sequences in the L2 literature, provides a series of steps and strategies for the teaching of formulaic sequences through all four language skills in the L2 classroom.

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Multiword expressions and the digital turn

Cited by 18 publications

References 0 publications

Formulaic Sequences in First Language Acquisition and Foreign Language Learning

Formulaic Sequences in First Language Acquisition and Foreign Language Learning

A browser-based approach to incidental individualization of vocabulary learning

Teaching Formulaic Sequences in the ESL Classroom

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