Formulaic Language and Language Teaching

Meunier, Fanny

doi:10.1017/s0267190512000128

Cited by 128 publications

(82 citation statements)

References 66 publications

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“…If so little successful mining was attested even under these conditions, then this result may indeed be interpreted as support for more explicit, deliberate MWE-focused instruction and productive practice, where teachers (or materials designers) direct learners' attention to particular MWEs and set up communicative or game-like activities where learners are explicitly encouraged to reproduce them. These teacher-led interventions should of course be considered as complements rather than substitutes of approaches that aim to foster autonomous MWE learning (for reviews of work undertaken to facilitate learners' independent study of MWEs, including the development and use of corpus-informed resources, see, e.g., Boers & Lindstromberg, 2012;and Meunier, 2012).…”

Section: Conclusion Implications For Pedagogy and Avenuesmentioning

confidence: 99%

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Hoang

Boers

2016

SSLLT

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Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners' re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners' renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.

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Section: Conclusion Implications For Pedagogy and Avenuesmentioning

confidence: 99%

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Hoang

Boers

2016

SSLLT

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“…Moreover, formulaic language in general, and collocations in particular, have been claimed to present a challenge for even very advanced L2 speakers. As the majority of ELT teachers are (hopefully advanced) L2 speakers themselves, their students' exposure to collocations can be limited (Meunier, 2012). Even when they use collocations, they may not use them like natives do, overusing some that are well-known to them even if they are not that frequent in native language.…”

Section: The Role Of Frequency In the Acquisition Of Collocationsmentioning

confidence: 99%

How much collocation knowledge do L2 learners have?

Fernández

Schmitt²

2015

ITL

145

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A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. However, some research suggests that learners often know more collocations than commonly thought. This study tested 108 Spanish learners of English to measure their productive knowledge of 50 collocations, which varied according to corpus frequency, t-score, and MI score. The participants produced a mean score of 56.6% correct, suggesting that our learners knew a substantial number of collocations.Knowledge of the collocations correlated moderately with corpus frequency (.45), but also with everyday engagement with English outside the classroom, in activities like reading, watching movies/TV, and social networking (composite correlation = .56).Everyday engagement also had a stronger relationship with collocation knowledge than years of English study (.45).

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“…Furthermore, Webb, Newton and Chang (2013) have proposed that collocations can be acquired after 15 times of encounters; therefore, much and repeated exposure is required. Considering the fact that one of the basic sources of input for EFL learners are their textbooks (Meunier, 2012), it can be assumed that learners not only need "repeated exposure" (Wood, 2002, p. 10) in order to be able to learn these expressions but also they need to notice them.…”

Section: Formulaic Language In Language Teachingmentioning

confidence: 99%

EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

Üstünbaş¹,

Ortaçtepe²

2016

HUJE

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Despite the recent, increasing interest in the research of formulaic language which constitutes a significant part of languages, there is little research on formulaic language use in registers such as classroom teaching and textbooks. Therefore, this article aims to investigate a) formulaic language use of EFL learners in multi-task oral proficiency exams consisting of an individual and a paired task, b) the task type in which these learners use more formulaic language, and c) whether the use of formulaic expressions is related to their fluency and overall proficiency scores. The data were gathered from the content analyses of video recordings of oral proficiency exam belonging to 190 EFL learners with different proficiency levels according to the description of CEFR and the course book used at School of Foreign Languages at a state university in Turkey. The findings indicate that EFL learners used formulaic language which they were exposed to through their course books in oral proficiency exams with different tasks; they used more formulaic language in the paired tasks in which they interact with another exam taker and their use was significantly related to their scores of fluency and language proficiency.Keywords: Formulaic language, oral proficiency exams, textbook, fluency, overall proficiency. ÖZ:Dil kullanımında sağladığı kolaylıklardan ötürü kalıp ifadelerin kullanımına yönelik son yıllarda yapılan çalışmaların sayısındaki artışa rağmen, bu ifadelerin dil öğretiminde ya da ders kitaplarında nasıl kullanıldığına dair yapılan çalışmaların sayısının yeterli olmadığı görülmüştür. Bu eksiklik göz önünde bulundurularak yürütülen bu çalışmanın amacı a) İngilizceyi yabancı dil olarak öğrenen öğrencilerin ders kitaplarında yer alan kalıp ifadeleri tekli ve ikili görevlerden oluşan konuşma becerisini ölçme sınavlarında nasıl kullandıklarını b) bu öğrencilerin ne tür görevlerde (tekli ya da ikili) daha çok kalıp ifade kullandıklarını, c) kalıp ifade kullanmalarının konuşma sınavından aldıkları akıcılık puanları ya da genel dil başarılarıyla ilgili olup olmadığını araştırmaktır. Çalışmanın verileri, Türkiye'de bir devlet üniversitesinin Yabancı Diller Yüksekokulu'nda dil eğitimi alan Avrupa Ortak Ölçüt Çerçevesi tanımlamasına göre (CEFR) farklı seviyede dil kullanma becerisine sahip 190 öğrencinin konuşma sınavlarına ait kayıtların ve okulda kullanılan ders kitabının kalıp ifadeler kullanımına yönelik içerik analizleri karşılaştırılarak toplanmıştır. Çalışmanın bulguları, İngilizceyi yabancı dil olarak öğrenen öğrencilerin çoklu görevlerden oluşan konuşma sınavlarında ders kitaplarında gördükleri kalıp ifadeleri kullandıklarını; dahası bunları ikili görevlerde daha çok kullandıklarını ve bu ifadeleri kullanmalarının söz konusu sınavdaki akıcılık puanları ve genel dil başarılarıyla doğrudan ilişkili olduğunu ortaya koymuştur.Anahtar sözcükler: Kalıp ifadeler, konuşma sınavları, ders kitabı, akıcılık, dil başarısı.

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Formulaic Language and Language Teaching

Cited by 128 publications

References 66 publications

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

How much collocation knowledge do L2 learners have?

EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

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