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Language Play with Formulas in an EFL Classroom
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In: Languages; Volume 7; Issue 1; Pages: 63 (2022)
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| 2 |
Effect of formulaic sequences on fluency of English learners in standardized speaking tests
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François, Jennifer; Albakry, Mohammed. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
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In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021)
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Abstract:
Corpus studies into the nature of language and the interrelationship between grammar and lexis have highlighted the pervasiveness of recurrent strings of words essential to the construction of meaning which Wray [2002: 9] has named “formulaic sequences” (FS). Research by Boers et al [2006], Eyckmans [2007], Stengers [2009] and Wray & Fitzpatrick [2008] suggests that good command of these phrases in the foreign language (FL), of their typical occurrence and of their use restrictions contributes to learners’ fluency, and is taken as evidence of a high level of proficiency. Boers & Lindstromberg [2012] argue that explicit FS instruction accompanied by awareness-raising tasks yield significant learning gains, especially in FL contexts. As a pushed-output procedure, Wajnryb’s dictogloss technique [1990] has recently been adapted in FS-focused instruction studies like those of Janssens [2016] and Lindstromberg, Eyckmans & Connabeer [2016]. In similar fashion, we designed an experimental study for the teaching of nine pedagogically relevant sequences with Spanish-L1 EFL university learners. Two types of treatment were implemented with a focus on the target FSs’ meanings, forms and uses with two naturally-occurring learner groups (Group 1, N=13, and Group 2, N=17), whose performance was compared to that of a control group (N=7). Group 1 completed a set of Focus-on-Form activities [Doughty & Williams 1998], while Group 2 carried out two sessions of FS-oriented dictogloss. Results show that learners in Group 2 produced 40 instances of the target FS in five essay-writing tasks at different stages of the study and as late as a month and a half post intervention. By contrast, Group 1 produced 23 instances of seven target FSs across three essay writing tasks, six weeks after treatment. These findings indicate that dictogloss seems to reinforce advanced students’ familiarization with target FS in context, and FS memory retention over time. Based on the descriptive analysis of uncued target FSs produced by learners in their written production tasks, the possible contributions of dictogloss to long-term FS acquisition are discussed.
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Keyword:
advanced university learners; dictogloss; EFL vocabulary acquisition; explicit FS instruction; formulaic sequences; Lexicography; P327-327.5; uncued written production
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URL: https://doaj.org/article/f1e859ef45ab4090a4223832bbc056cc
https://doi.org/10.4000/lexis.6079
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| 4 |
Las secuencias formulaicas en la enseñanza del español como LE/L2. La frecuencia léxica como criterio de nivelación
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, pags. 111-127 (2020)
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Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
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Hacia un modelo de análisis multidimensional de las secuencias formulaicas para su aplicación en ELE/EL2
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 17, Nº. 1, 2018, pags. 20-44 (2018)
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An exploratory study of the role of age and language learning aptitude in a short stay abroad
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| 8 |
Aprendizaje y procesamiento de secuencias formulaicas con distintos grados de variabilidad
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In: Electronic Thesis and Dissertation Repository (2016)
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The Development of Formulaic Sequences: A Longitudinal Learner Corpus Investigation
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The Acquisition of Formulaic Sequences in High-Intermediate ESL Learners
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In: Publicly Accessible Penn Dissertations (2014)
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Dialogic Fluency - Why it Matters
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In: Conference papers (2010)
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| 13 |
FS ≠ FS (Formulaicity and Prosody)
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In: Conference papers (2008)
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| 14 |
Editorial
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In: http://ltr.sagepub.com/cgi/reprint/11/4/389.pdf
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Emergence in second language writing: a methodological inroad
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In: Revista Brasileira de Linguística Aplicada, Vol 13, Iss 2, Pp 493-515
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