Developing the use of formulaic language for study abroad: a targeted instructional intervention

Wang, Jiayi; Halenko, Nicola

doi:10.1080/09571736.2022.2088446

Cited by 4 publications

(5 citation statements)

References 49 publications

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“…This result is in parallel with the study findings of Nesselhauf (2005) stating that almost half of collocational errors could be stemming from the L1 interference. According to Wang and Halenko (2022), instruction for L2 learners can help them reduce negative transfers and contribute to their pragmatic competence and communicative tasks. For «important», «significant», and «crucial», there seem to be interesting results in the collocational performances of L2 compared with L1 users since the L2 users employed a wider range of noun collocates modified by these adjectives.…”

Section: Overall Discussionmentioning

confidence: 99%

A frequency-based exploratory study of word combinations by EFL learners towards adjective-noun collocations

Akbas,

Yükselir

2024

Círc. lingüíst. apl. comun.

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The mastery of formulaic sequences by language learners is considered to be crucial since it enables them to accomplish the basic communicative requirements (Wray, 2002) of target language use. Of all the formulaic sequences, the mastery of collocations is known to have an enormous impact on learners’ ability to move beyond the intermediate level. This data-driven study explores the word combinations (both conventional and unconventional L2 strings) of L2 users of English. Specifically, the adjective-noun combinations in an L2 corpus (TUWE) were explored to find the potential L2 strings functioning as unconventional collocations. Then, these L2 strings were compared with the adjective-noun collocations in the LOCNESS corpus to determine whether the choices made by L2 learners differed from those of L1 users. The findings show that the spectrum of the L2 word combinations was broader in comparison with LOCNESS. The results suggest that the L2 learners produced a higher number of unconventional collocations than conventional collocations matching with the L1. The L2 strings support that the use of collocations can be rather problematic for learners of English however advanced they are. Some pedagogical implications of the findings for explicit collocation and vocabulary teaching are discussed.

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Section: Overall Discussionmentioning

confidence: 99%

A frequency-based exploratory study of word combinations by EFL learners towards adjective-noun collocations

Akbas,

Yükselir

2024

Círc. lingüíst. apl. comun.

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“…For example, Du (2013) conducted longitudinal research on the development of pragmatic competence of foreign students in China, and Kim et al (2015) examined the development of foreign learners' tonal accuracy, vocabulary acquisition and task fulfilment. Wang and Halenko (2022) also studied how foreign students' competence evolves over time in Chinese study abroad programmes, by focusing on formulaic language use. In contrast, we here focus on the less studied phenomenon of ritual, which however we believe constitutes an important problem for foreign learners of Chinese when they are in China.…”

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

“…Wang and Halenko (2022) criticised speech act‐anchored research on study abroad in China, arguing that speech act triggers an overly narrow focus on the acquisition of pragmatic phenomena in study abroad contexts. While we do not fully agree with this view, we believe that the criticism of Wang and Halenko (2022) is valid in that most scholars in the field have examined the acquisition of one particular speech act only. For example, Jin (2012, 2015) examined how foreign students develop skills in complimenting in Chinese study abroad programmes, Yang and Ke (2021) investigated how foreigners learn to realise requests and apologies in China and so on.…”

Section: Review Of Literaturementioning

confidence: 99%

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Learning Chinese in a study abroad context: The case of ritual congratulating

House,

Kádár

2023

Int J App Linguistics

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In this paper, we explore how and why the realisation of the ritual act of congratulating may turn out to be challenging for foreign learners of Chinese. Congratulating and other ceremonial ritual acts are not only used when someone participates in an actual ritual event: they are also required when they are mentioned in mundane events, like casual interactions when someone talks about a family birthday or wedding. We define congratulation as an interactional move and systematically examine its conventional realisation patterns through a typology of speech acts. We approach congratulating moves by combining a speech act‐anchored analysis with the field of study abroad and interaction ritual research. The results of our analysis show that various ritual occasions may trigger different types of inappropriate uses of congratulating by foreign learners of Chinese.

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“…Recently, researchers have become interested in the use of formulaic language by learners of English as a second language (ESL; Ebrahimi et al, 2021;Wang & Halenko, 2022). Studies have extensively examined the use of formulaic language in academic English writing (Chen & Baker, 2016;Leelasetakul, 2019;Narkprom & Phoocharoensil, 2022;Staples et al, 2013) and the effects of different teaching methods on developing formulaic language use by ESL learners (Ogawa, 2021;Rajeswaran, 2019).…”

Section: Introductionmentioning

confidence: 99%

Formulaic Language Use by Learners of English in Interlanguage Communication

Pan¹

2023

WJEL

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This study investigated the use of formulaic language, in the form of four-word lexical bundles, by Thai learners of English as a second language (ESL) at various levels of English proficiency during interlanguage communication. The investigation focused on two aspects: the frequencies and pragmatic functions of the four-word lexical bundles. A total of 120 Thai ESL learners participated in the study, ranging from basic to intermediate and advanced English proficiency levels. In terms of frequency, a list of the most frequently used four-word lexical bundles by Thai ESL learners at each level was examined. Results showed that learners at higher English levels used less formulaic language in interactions than those at lower levels. Two similar four-word lexical bundles, centered on "I don't know" and "I think," were used by Thai ESL learners at all three English levels. The functional analysis demonstrated that Thai ESL learners at all three English levels used formulaic language to assert group identity as a device for social interaction and as a device for memory limitations to buy more time and process shortcuts. The function of asserting a separate identity was not used by intermediate-level Thai ESL learners. Furthermore, the function of processing shortcuts was used less at the advanced level than at the basic level. The findings of this study indicate that Thai ESL learners use formulaic language differently at different English proficiency levels. Therefore, formulaic language used by ESL learners in spoken English discourse should be further investigated.

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Developing the use of formulaic language for study abroad: a targeted instructional intervention

Cited by 4 publications

References 49 publications

A frequency-based exploratory study of word combinations by EFL learners towards adjective-noun collocations

A frequency-based exploratory study of word combinations by EFL learners towards adjective-noun collocations

Learning Chinese in a study abroad context: The case of ritual congratulating

Formulaic Language Use by Learners of English in Interlanguage Communication

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