The Realization of Formulaic Expressions in EFL Teacher-Student Classroom Interactions

Abstract

Formulaic expressions are essential for developing students' communicative competence to speak English naturally and fluently. This research aimed to determine how the EFL teachers and students used the five types of formulaic expressions in their classroom interactions. This study is discourse analysis, particularly conversation analysis, using a qualitative research approach. The research subjects were two teachers and thirty-one students from two different EFL classes in a private high school in Semarang. The data were obtained by recording their 5x40 minutes' classroom interactions. The video recordings were transcribed and then observed. After all of the data were collected, they were classified and analyzed based on Biber et al.'s (1999) framework and then described qualitatively. The study results showed that the teachers and the students realized all five types of formulaic expressions; lexical bundles, idiomatic phrases, free combinations of verb+particle, binomial expressions, and inserts. It shows that the teachers and the students are able to speak relatively natural English. By doing the further analysis, it was also found that even though the teachers used the formulaic expressions a lot more than the students, the orders of the frequency of formulaic expressions used are similar, as well as some expressions used. Surprisingly, it was revealed that there were some expressions which were not used by the teachers but were realized by the students.

Intermediate English as a Foreign Language learners’ formulaic language speaking proficiency: Where does the teaching of lexical chunks figure?

“…As an outcome, EFL learners can manage to have more control over their speaking ability in English. Furthermore, the findings of this research support Toub et al (2018) , Carpenter et al (2020) , Verzella (2020) , Indriyani et al (2022) , and Monica (2022) , which found that lexical bundles and formulaic language units aid second language learners in boosting their speech speed by allowing them to construct longer sentences.…”

“…Furthermore, high proficiency students produced more formulaic expressions. Likely, Indriyani et al (2022) investigated the Semarang EFL teachers and students use five types of chunks in their classroom communication. The study obtained thirty-three participants as the sample (two teachers and thirty-one students).…”

“…Today, experts (e.g., Toub et al, 2018;Carpenter et al, 2020;Verzella, 2020) agree on the ubiquity of chunks in language formation; for example, studies (e.g., Nergis, 2021;Indriyani et al, 2022;Khoiriyah and Mujiyanto, 2022;Monica, 2022) on the importance of multi-word chunks in developing communicative ability show that numerous elements participate in making the speech more natural. One of which is the extent to which learners use multi-word chunks, as well as conversation patterns or established idioms.…”

The Analysis of Lecturers’ Role in Forming Classroom Interaction Among Students: A Case Study at Smaratungga Buddhist Study College

“…In this category, lecturer has a simple question to students before learning and teaching will have been conducted. Khoiriyah and Mujiyanto (2022) describes classroom interaction is able to help teacher and students who are coming from EFL (English as Foreign Language) in mastering speaking. It means analysis of classroom interaction has some advantagesstudents apply the function of language learnt, it can be used to have strengthen the social relationship.…”

Evaluating The Quality of Teacher’s Talk in English Classroom Interaction at SMPIT Cahaya Bangsa Semarang

“…In the studies of various teachers talk agreed that teachers have power in the class to guide their students. However, by using their talks, the teacher may influence students got something new or even to do something (Siregar et al, 2023;Nasmilah, 2023;Meneses et al, 2023;Aas, 2022;Wahyuni et al, 2022;Khusna et al, 2022;Dale et al, 2022;Altamirano et al, 2022;Laoli, 2022;Indriyani et al, 2022;Jayalath, 2021;Karuniasih et al, 2021;Rahayu & Syahrizal, 2020;Herviani, 2020;Buma & Nyamupangedengu, 2020;Yamin et al, 2020;Jin & Webb, 2020;Fitriati et al, 2020;Suciati, 2019;Chase et al, 2019;Iswara et al, Huriyah & Agustiani, 2018;Alijani & Barjesteh, 2018;Jing & Jing, 2018;Glover, 2018;Veen et al, 2017;Biesta et al, 2017;Basra & Thoyyibah, 2017;Stanley & Stevenson, 2017;Nurpahmi, 2017;Kurniawati & Fitriati, 2017;Cao, 2016;Maghfiroh & Nugroho, 2015;Pujiastuti, 2014;Rezaee & Farahian, 2012). On the other hand, the studies of various classroom interaction deal with teachers as a central for how teaching learning process looked like and running well (Harjanto et al, 2022;Cherng et al, 2022;Bukari et al, 2022;Widyasari & Dardjito, 2022;Ayunda et al 2021;…”