Using conventional sequences in L2 French

Forsberg, Fanny

doi:10.1515/iral.2010.002

Cited by 54 publications

(42 citation statements)

References 17 publications

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“…In view of the results of earlier studies (Bartning et al 2009;Forsberg 2010), where similar groups of informants were studied, it is hypothesized that we will find differences between Group 1 and Groups 2 and 3, in terms of Lexical FS use. It is also hypothesized that no differences will be found between the most advanced groups and the NSs, since this was the case for similar groups of learners and NSs in Forsberg (2010).…”

Section: Research Questions and Hypothesesmentioning

confidence: 95%

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Vocabulary aspects of advanced L2 French

Lundell

Lindqvist

2012

LIA

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In her overview of research on the advanced L2 learner, Bartning (1997) aims at characterizing the advanced learner variety. This characterization is above all based on morphosyntactic traits. The aim of this contribution is to present additional characteristics of the advanced learner as defined by Bartning (1997), as well as to describe even more advanced levels based on recent research concerning spoken L2 French. More specifically, the main issue under investigation is whether two vocabulary measures, viz. lexical richness and lexical formulaic sequences, can be used to distinguish between different advanced levels and thus contribute to the characterization of the advanced learner of French. An additional issue investigated here is whether these two lexical aspects correlate with each other or whether they develop at different rates.

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Section: Research Questions and Hypothesesmentioning

confidence: 95%

“…Erman & Warren's, 2000, figures 50-60% of the English language). As Forsberg (2010) suggests, formulaic sequences come in many different shapes, and they are probably acquired and processed differently and used for different functions in discourse.…”

Section: Background: Formulaic Language and Lexical Richness In Advanmentioning

confidence: 99%

Vocabulary aspects of advanced L2 French

Lundell

Lindqvist

2012

LIA

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“…Stengers, Boers, Housen, and Eyckmans (2011) also found modest correlations between number of FS and higher language learning proficiency in L1 Dutch and L2 English or Spanish. Forsberg (2010) looked at the association between proficiency and use of FS in L2 French and found that the higher the level of proficiency the learners had, the more conventional sequences they used. Research has shown that even if formulaic sequences are not explicitly addressed, students' use of them will naturally increase over time as they gain more experience with the language (MacKinnon, Lockwood, & Williams, 2004).…”

Section: Les Locuteurs Natifs Emploient Souvent Des Formules; Celles-mentioning

confidence: 99%

Teaching Formulaic Sequences in the Classroom: Effects on Spoken Fluency

McGuire¹,

Larson‐Hall²

2017

TCJ

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“…It is also known that post-childhood learners find this difficult to achieve (e.g. Forsberg, 2010;Laufer & Waldman, 2011;Nekrasova, 2009). A number of proposals have been made about how learners can be helped to accelerate the rate at which they acquire these phrases (for a review, see Boers and Lindstromberg, 2012).…”

Section: The Basis Of the Hypothesis That Assonance Can Have A Practimentioning

confidence: 99%

The particular need for replication in the quantitative study of SLA: A case study of the mnemonic effect of assonance in collocations

Lindstromberg¹,

Eyckmans

2017

Journal of the European Second Language Association

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. The particular need for replication in the quantitative study of SLA: A case study of the mnemonic effect of assonance in collocations. Journal of the European Second Language Association, 1(1), 126-136, DOI: https://doi.org/10.22599/jesla.26 SYSTEMATIC REVIEW AND META-ANALYSESThe particular need for replication in the quantitative study of SLA: A case study of the mnemonic effect of assonance in collocations Seth Lindstromberg * and June Eyckmans † Recent surveys of published reports of quasi-experimental studies of second language acquisition (SLA) indicate that low statistical power is pervasive owing in large part to small average sample sizes. The surveys do not indicate a marked trend toward samples that are larger. After illustrating the problem of low power in SLA research, we review arguments that increased replication of original studies can enable small-sample quantitative researchers to make firmer contributions to the field of SLA, especially if estimation of effect sizes and the practice of on-going statistical meta-analysis become routine. As a case study, we describe a series of small-sample quasi-experiments of which the first five found a short term positive mnemonic effect of interword, intra-phrase vowel repetition (or assonance) on learners' retention of the forms of L2 collocations (e.g. strong bond vs. firm hold), whereas a sixth study newly reported here found negative effects. The case study illustrates the roles of replication and meta-analysis in successive re-adjustments of an original estimate. More specifically, the case study illustrates a metaanalytic approach to making sense of conflicting outcomes. All in all, it illustrates why small-sample researchers need to adopt a more long-term view.

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Using conventional sequences in L2 French

Cited by 54 publications

References 17 publications

Vocabulary aspects of advanced L2 French

Vocabulary aspects of advanced L2 French

Teaching Formulaic Sequences in the Classroom: Effects on Spoken Fluency

The particular need for replication in the quantitative study of SLA: A case study of the mnemonic effect of assonance in collocations

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