Can explicit instruction of formulaic sequences enhance L2 oral fluency?

Nergis, Ayşegül

doi:10.1016/j.lingua.2021.103072

Cited by 13 publications

(10 citation statements)

References 49 publications

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“…The former presumably reflects linguistic breakdown (e.g., lexical and syntactic) in the linguistic formulation, whereas the latter typically reflects planning of content in the conceptualization stage (N. H. de Jong, 2016; Kahng, 2018; Lambert, Aubrey, & Leeming, 2020). In addition, accumulating evidence suggests that directly teaching linguistic constructions beyond the single words (e.g., multi‐word expressions, formulaic sequences) can accelerate articulation rate and reduce mid‐clause pauses (Nergis, 2021; Wood, 2010). Taken together, these previous findings suggest that systematic interventions that enhance the retrieval processes of linguistic constructions can exert positive influence on L2 fluency.…”

Section: Literature Reviewmentioning

confidence: 99%

Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective

2022

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In this task‐repetition intervention study, L2 learners’ reuse of linguistic constructions was analyzed to investigate to what extent recurring reliance on specific constructions during the same task repetition predicts fluency development. English‐as‐a‐foreign‐language (EFL) learners performed oral narrative tasks three times per day under two task repetition schedules: blocked (Day 1: Prompt A‐A‐A, Day 2: B‐B‐B, Day 3: C‐C‐C) versus interleaved (Day 1: Prompt A‐B‐C, Day 2: A‐B‐C, Day 3: A‐B‐C). From a usage‐based perspective, their reuse of constructions across the same prompt was examined at both concrete (lexical unigram [e.g., “bicycle”] and trigram [e.g., “behind the bicycle”]) and abstract (parts of speech trigram [e.g., “preposition determiner noun”]) level. Subsequent analyses revealed that blocked practice led to higher reuse of both concrete and abstract constructions than interleaved practice. Reuse frequency was correlated with during‐training and pretest–posttest fluency changes. Particularly, greater reuse of lexical and abstract trigrams during interleaved practice led to improvements in speed and breakdown fluency (i.e., shorter mean syllable duration and fewer mid‐clause pauses) after the intervention, albeit with higher effort (indicated by longer mid‐clause and clause‐final pauses). Taken together, these findings indicate that manipulating task‐repetition schedule may systematically induce reuse of linguistic constructions, which may promote proceduralization (entrenchment) of constructional knowledge at both concrete and abstract levels.

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Section: Literature Reviewmentioning

confidence: 99%

Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective

2022

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“…Qualitative approach has been proved to be helpful in research on fluency (Barzegar and Fazilatfar, 2019), as well as in the analysis of speakers' use of words in speech (Allami and Barzegar, 2020). There has been a calling for more qualitative studies concerning formulaic sequence use or oral fluency (Nergis, 2021). Thus, qualitative analysis was supplemented in this study to further investigate the relationship between formulaic sequence use and oral fluency, helping to solve the confliction of previous findings.…”

Section: Empirical Studiesmentioning

confidence: 99%

The role of psycholinguistics for language learning in teaching based on formulaic sequence use and oral fluency

2022

Front. Psychol.

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Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language, including theories of proceduralization. Learners of English as a foreign language (hereafter referred to as EFL learners) often find it difficult to achieve oral fluency, a key construct closely related to the mental state or even mental health of learners. According to previous research, this problem could be addressed by the mastery of formulaic sequences, since the employment of formulaic sequences could often promote oral fluency in the long run, reflected in the positive relationship between formulaic sequence use and oral fluency. However, there are also findings contradicting the abovementioned ones, without adequate explanations. This study aims to explore the roles of formulaic sequences in oral fluency, taking into account the relationship between formulaic sequence use and oral fluency. This study investigated 120 pieces of spoken narratives by Chinese EFL learners, using both quantitative and qualitative methods, combined with artificial intelligence techniques. Results of canonical correlation analysis showed that the frequency of formulaic sequences was significantly related to speed fluency (r = 0.563, p = 0.000) and breakdown fluency (r = 0.360, p = 0.001), while the variety of formulaic sequences was significantly related to repair fluency (r = 0.292, p = 0.035). Case studies further demonstrated that formulaic sequences could contribute to oral fluency development by promoting speed and reducing pausing when retrieved holistically, but they sometimes lost processing advantages when retrieved and processed in a word-by-word manner. The inappropriate use of formulaic sequences also neutralized the facilitative effects of formulaic sequences on repair fluency and could mirror speakers’ occasional tendency to sacrifice repair fluency for the improvement of speed and breakdown fluency when using formulaic sequences. Pedagogical implications were provided accordingly to promote sustainable oral fluency development through the use of formulaic sequences.

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“…It found important variables, such as language exposure and the importance of contact both inside and outside of the classroom are the influential factors. Nergis (2021) employed an experimental group of 20 students to test against the other 20 control students. The instruction of 10 sessions for both groups used a list of targeted items (formulaic sequences used for the experimental group and academic vocabulary for the comparison one).…”

Section: Related Studiesmentioning

confidence: 99%

“…Finally, fluency can be improved with appropriate instruction. Many researchers like Van Os et al (2020), Guevara-Betancourt and Albuja (2020), Vo (2021), andNergis (2021) have experimented their own instruction to improve oral fluency successfully.…”

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confidence: 99%

An investigation into oral fluency perceived by teachers and students—in a Vietnamese context of English education

Khau

Huynh

2022

Lang Test Asia

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This study attempts to investigate how four groups of participants at Tra Vinh University perceive oral fluency. This study is conducted in the hope to obtain more perceptions of oral fluency so future rubrics can be developed based on such perceptions. The study used a set of items stating what oral fluency should be like, which was developed based on the Qualitative aspects of spoken language proposed by the Council of Europe (2019). To test if the items were accepted, the study invited 33 senior English-majored students, 20 English teachers with a BA, 22 English teachers with an MA, and 10 English teachers with a doctorate degree for the study. A five-point Likert scale questionnaire consisting of 18 closed-ended questions and an open-ended question was employed to collect the participants’ perceptions of oral fluency. The results showed that the participants with an MA and the participants with a doctorate degree tend to agree more with the items in the questionnaire while the other groups slightly agreed with most of the items. Furthermore, many of the participants provided the study with their own ideas about oral fluency, which were finally synthesized. Some limitations and recommendations of the study were also included.

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Can explicit instruction of formulaic sequences enhance L2 oral fluency?

Cited by 13 publications

References 49 publications

Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective

Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective

The role of psycholinguistics for language learning in teaching based on formulaic sequence use and oral fluency

An investigation into oral fluency perceived by teachers and students—in a Vietnamese context of English education

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