Which type of instruction fosters chunk learning? Preliminary conclusions

Abstract

<p>Formulaic language learning has been shown to be problematic and slow in adult L2 learners. In this study, we test some of the recommendations of a lexical approach. We compare the results of the implementation of chunk attention-directing techniques and explicit exercises of previously selected chunks in 52 Spanish as a second language learners over a period of seven weeks. In light of the results obtained, we can conclude that (1) exposure to lexical chunks, chunk noticing in the input and explicit exercises contribute to the development of abilities in the active recognition of chunks, and (2) learning gains obtained through explicit exercises are significantly greater than those obtained through attention-directing techniques.</p>

Noticing Formulaic Sequence through Typographic Enhancement Technique: Using an Online Platform

“…Since the decline of the dominance of teaching and learning grammar in isolation, research interest in the second language has shifted from creativity to formulaicity [14], where formulaic language is recognised as an important factor in second language learning [1,6,15,16]. To gain competency in a second language needs learners to become more sensitive to native speakers' preference for a specific string of words to communicate and fulfil crucial interactional functions such as greeting someone, making small talk, or sending emails [6,17].…”