Phraseology and Second Language Proficiency

Howarth, Peter

doi:10.1093/applin/19.1.24

Cited by 447 publications

(341 citation statements)

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“…There have been criticisms against the frequency order. Howarth (1998) and Widdowson (1990) questioned the pedagogical usefulness of frequency lists generated by corpora as they feel frequency does not indicate any significance especially in the area of problematic processing of language. Thornbury (2004) has noted that in terms of frequency, it is not always the case that the most frequently occurring items are the most useful and in terms of an item's teachability, despite being among the most frequently used words in the language, their formal presentation is usually delayed until a relatively advanced level.…”

Section: Resultsmentioning

confidence: 99%

Textbook Representation of Prepositions

Mukundan¹,

Roslim²

2009

ELT

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This article presents a corpus-based investigation on English prepositions which are presented in three English language textbooks used by lower secondary schools in Malaysia. The aims were to find out the distributions of prepositions, its frequency order in comparison with the British National Corpus (BNC) and the differences in terms of their co-occurrence with other parts of speech. The findings showed that there is a difference between the textbook corpus and the BNC in terms of the frequency order of certain prepositions and there are similarities and differences in terms of their co-occurrence with other parts of speech. This study indicates the textbook corpus is essential in the study of prepositions and the results can guide teachers in deciding how best to supplement the text with activities that will give learners exposure to target grammar item that is not sufficiently presented in the textbook.

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Section: Resultsmentioning

confidence: 99%

Textbook Representation of Prepositions

Mukundan¹,

Roslim²

2009

ELT

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“…The two groups of students were enrolled in the subject of Communicative English for Academic Analysis in the first semester of the academic year 2016. Since collocation knowledge is considered a central aspect of communication which helps facilitate learners to generate and comprehend ideas more fluently and correctly (Bahns & Eldaw 1993, Hedge 2000, Hill 2000, Howarth 1998, Hsu & Chiu 2008, Mallikamas & Pongpairoj 2005, Nesselhauf 2003, 2005, Pawley & Syder 1983, the students enrolled in such a course were selected to participate in the current study. This would not only help the students develop their English communication in general, but particularly advance their communicative skills for academic purposes.…”

Section: Participantsmentioning

confidence: 99%

Using the Flipped Model to Foster Thai Learners’ Second Language Collocation Knowledge

Suranakkharin

2017

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“…Implicit in this definition is the fact that, since formulaic sequences are accessed as wholes, they require minimal processing capacity, leading to more fluent speech (Ellis, 2003). Ample evidence lends support to the efficiency of investment in formulaic sequences either as an approach in its own right or as one type of CS (e.g., Boers, Eyckmans, Kappel, Stenger, & Demecheleer, 2006;Canale & Swain, 1980;Ellis, 2005;Howarth, 1998;Thornbury, 2002;Shin & Nation, 2008).…”

Section: Treatmentmentioning

confidence: 99%

The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

Mesgarshahr

Abdollahzadeh

2014

SSLLT

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One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners' WTC. To this end, 8 intact classes were included as the experimental and control groups. The control group underwent regular language instruction, while the experimental group received the treatment (i.e., communication strategy training). The self-report measurement of WTC (MacIntyre, Baker, Clément, & Conrad, 2001) was done before (pre-test) and after the treatment (post-test). The results of the independent-samples t test showed that the degree of WTC of the treatment group was significantly higher compared with that of the control group. It was concluded that teaching CSs helps learners become more willing to communicate in the classroom.

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Phraseology and Second Language Proficiency

Cited by 447 publications

References 0 publications

Textbook Representation of Prepositions

Textbook Representation of Prepositions

Using the Flipped Model to Foster Thai Learners’ Second Language Collocation Knowledge

The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

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