Uptake in incidental focus-on-form episodes concerning formulaic language in advanced adult EFL classes

Gholami, Leila; Gholami, Javad

doi:10.1177/1362168818783442

Cited by 13 publications

(8 citation statements)

References 84 publications

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“…Another facet of this kind of tasks is their role in creating spontaneous speech mindset via including them into improvisation activities, as they are described by A. Zondag [32]. We share the thesis of L. Gholami [33] concerning the significance of enhancing teachers' phraseological competence and believe that the exercises exemplified below could make a considerable contribution to professional development programs.…”

Section: Discussion Of the Resultsmentioning

confidence: 85%

Linguosemiotic aspects of idiomatics: vectors of cognitive modeling and didactic perspectives

Efimova¹,

Violina²

2022

P Sci Edu

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Introduction. The use of various types of models for solving linguodidactic problems as a crucial object of analysis in linguistics and linguodidactics is considered by modern scientists from various points of view. The aim of the study is to identify and substantiate the potential of cognitive modeling in the construction of an idealized cognitive model (using the example of a prototypical scenario of risk situation) and to analyze the didactic potential of cognitive modeling in order to optimize strategies for mastering a foreign language, in particular, phraseological corpus Materials and methods. The integration of theoretical and empirical components predetermined the methodology used, including the method of continuous sampling of material (French idioms of risk) from authentic sources, the method of interpretation, the method of comparative analysis. Research results. A prototypical scenario of risk situation is proposed and formalized by means of an idealized cognitive model. Each subframe is illustrated by a cluster of relevant idioms, the list of which is open. The authors describe the idealized cognitive model of risk situation developed by them through the prism of its didactic potential. Using the example of a fragment of the corpus of French phraseology, it is shown that cognitive modeling contributes to optimization of the study of vocabulary, in particular, phraseology. The specific tasks proposed demonstrate the implementation of the constructive modeling functions of the suggested scheme with a focus on the correlation of the formal and substantive aspects of the language material. Conclusion. The novelty of the proposed approach lies in the integration of the theoretical concept – the proposed idealized cognitive model – and the practical strategy of its application in linguodidactics and, in a broader perspective, in humanitarian education in general. The open nature of the model makes it possible to use it for other fragments of the lexical fund of both French and other foreign languages.

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Section: Discussion Of the Resultsmentioning

confidence: 85%

Linguosemiotic aspects of idiomatics: vectors of cognitive modeling and didactic perspectives

Efimova¹,

Violina²

2022

P Sci Edu

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“…Although formulaicity and creativity are a matter of a spectrum rather than being a dichotomy, for the purpose of this study and following other studies (e.g., Gholami & Gholami, 2018; Gholami et al, 2017), formulaic forms were distinguished from nonformulaic ones. Nonformulaic forms refer to “elements used in their literal senses and freely substitutable” (Howarth, 1998, p. 28).…”

Section: Methodsmentioning

confidence: 83%

“…This study is part of a larger research project (Gholami & Gholami, 2018). It was conducted in a private language institute in Urmia, Iran.…”

Section: Methodsmentioning

confidence: 99%

Incidental reactive focus on form in language classes: Learners' formulaic versus nonformulaic errors, their treatment, and effectiveness in communicative interactions

Gholami

2021

Foreign Language Annals

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Research on incidental focus on form (FonF) has established associations among the nature of learner error, corrective feedback (CF), and effectiveness of CF measured through uptake. In this line of research, the analysis of learner error has been limited to errors with grammar, pronunciation, vocabulary, and spelling (nonformulaic). Consequently, learners' errors with formulaic sequences (FSs) comprising collocations, lexical bundles, idioms, and compounds (formulaic) have not yet been investigated in FonF studies. This study examined the extent to which learners made errors with formulaic versus nonformulaic forms, and the degree to which teachers treated learners' errors with formulaic versus nonformulaic foci in communicatively oriented teacher‐learner interactions. Learners' production of uptake and successful uptake after receiving CF was also investigated. The data consisted of 36 h of audio‐recordings from primarily communicative activities in three English as a foreign language classrooms. The findings demonstrated, while learners' formulaic‐oriented errors outnumbered nonformulaic ones, the teachers provided CF significantly more often for nonformulaic errors. However, learners produced significantly more uptake and successful uptake when CF was provided for formulaic‐oriented errors compared to nonformulaic ones. The learners' higher successful uptake following formulaic‐oriented errors could be attributed to the relatively higher saliency, noticeability, and significance of FSs in meaning making.

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“…Idioms, for example, are challenging to teach (Irujo, 1986;Cooper, 1998;McPherron & Randolph, 2014;). The utterances must be stored in long term memory and take unforgiving stereotypical shapes and unconventional canonical meanings (Conklin & Schmitt, 2012;Gholami & Gholami, 2018;Carrol & Conklin, 2017). FE meanings are often nonliteral and use is tightly tied to social context and embedded in the native culture (Kuiper & Tan Gek Lin, 1989); register errors may occur (Wray, 2012).…”

Section: Discussionmentioning

confidence: 99%

Effects of Age of Arrival on Acquisition of Formulaic Expressions in the Second Language

Vaynshteyn¹,

Sidtis²

2019

SELT

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Little is known about age effects on formulaic language acquisition in second language (L2) learners. This research compared use and comprehension of formulaic expressions (FEs) in English and Russian by two groups of Russian bilingual speakers differing in age of arrival (AoA) to the USA. A critical period perspective predicts better performance in the early than the later group in the second language. Contrary to this expectation, the early arriving group did not perform significantly better than the later arriving group on the English formulaic tasks. They did perform better on the English than the Russian formulaic tasks. The later arriving group scored significantly higher than the early group on all formulaic tasks in Russian, and performed significantly better in Russian than English. Both bilingual groups scored higher on comprehension than production for English. The surprising result, that earlier arrival in the second language country did not significantly benefit formulaic language use, remains to be explained. Linguistic input and brain maturation likely both play important roles in formulaic language acquisition.

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Uptake in incidental focus-on-form episodes concerning formulaic language in advanced adult EFL classes

Cited by 13 publications

References 84 publications

Linguosemiotic aspects of idiomatics: vectors of cognitive modeling and didactic perspectives

Linguosemiotic aspects of idiomatics: vectors of cognitive modeling and didactic perspectives

Incidental reactive focus on form in language classes: Learners' formulaic versus nonformulaic errors, their treatment, and effectiveness in communicative interactions

Effects of Age of Arrival on Acquisition of Formulaic Expressions in the Second Language

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