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Rethinking for Second Language Speaking
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 1-21 (2015) (2015)
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82 |
Ensuring Effective Second Language Learning via CALL
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 33-34 (2015) (2015)
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83 |
Learning-Oriented Assessment: The Contextual Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 41-43 (2015) (2015)
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84 |
Learning-Oriented Assessment: The Proficiency Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 44-46 (2015) (2015)
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85 |
Paired and Group Oral Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 68-83 (2015) (2015)
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86 |
Extended Implications of Technology in Second Language Teaching and Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 27-29 (2015) (2015)
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87 |
First Language Influence and Fossilization in Second Language Vocabulary Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 65-67 (2015) (2015)
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88 |
Processing Instruction and Second Language Grammar Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-33 (2015) (2015)
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89 |
Focus on Multilingualism: More Dots to Connect
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 39-41 (2015) (2015)
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90 |
Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 99-114 (2015) (2015)
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91 |
Instructed SLA and Task-Based Language Teaching
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 57-59 (2015) (2015)
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92 |
Learning-Oriented Assessment: An Introduction
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 38-40 (2015) (2015)
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93 |
L2 Learner-Made Formulaic Expressions and Constructions
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 1-18 (2015) (2015)
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Abstract:
The emergence of lexico-grammatical productivity has been a central issue in the field of Second Language Acquisition (SLA). Ellis (2002) proposed that formulaic chunks of language are one resource for the learner to develop such productivity. This exploratory study sought to determine whether formulaic language chunks were observed in the oral production of three adult beginner learners of English as a Second Language (ESL) over a nine-week period in a community language program. It also attempted to determine whether there was a developmental relationship between formulae and productive forms called constructions. Tasks used to elicit the data included picture description tasks and semi-structured interviews. Results showed that formulae were minimally present in the learner output and that constructions and formulae of similar structure coexisted, but that a developmental relationship between formulae and constructions was not clearly evident. The discussion proposes the existence of a pre-formulaic stage account for the data, and submits that the relationship between formulae and productive constructions requires more intensive study.
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Keyword:
Applied linguistics; Education; English language; ESL; Language acquisition; P118-118.7; PE1-3729; Second language acquisition; SLA; Study of language; Teaching language; Temporal constructions
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URL: https://doaj.org/article/044768e0672b4917855193cfc52eaefb https://doi.org/10.7916/D88D07W6
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94 |
The Selective Fossilization Hypothesis: A Revitalization of the Construct of Markedness in Second Language Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 48-51 (2015) (2015)
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