آمار
| تعداد نشریات | 44 |
| تعداد شماره‌ها | 1,353 |
| تعداد مقالات | 16,546 |
| تعداد مشاهده مقاله | 53,680,278 |
| تعداد دریافت فایل اصل مقاله | 16,169,738 |
The Effects of Different Pedagogical Interventions on EFL Learners’ Receptive and Productive Knowledge of Formulaic Sequences | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 4، دوره 12، شماره 25، شهریور 2020، صفحه 95-130 اصل مقاله (1 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2020.10677 | ||
| نویسندگان | ||
| Masood Esteki1؛ Mansoor Tavakoli* 2؛ Mohammad Amiryousefi3 | ||
| 1University of Isfahan, Iran | ||
| 2Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran | ||
| 3Assistant Professor of TEFL, University of Isfahan | ||
| چکیده | ||
| This study sought to investigate the effects of Explicit Instruction in combination with Input Enhancement (EI+IE), Input Flood (IF), and Gap-fill (GF) tasks on receptive and productive knowledge of English formulaic sequences (FS) by Iranian intermediate EFL learners. Assigned to three experimental groups, the 110 participants took the receptive and productive knowledge pretests, posttests, and delayed posttests. Findings of within-group (repeated-measures ANOVAs) and between-group (ANCOVAs) tests showed that while IF could not promote learners' performance, both the EI+IE and the GF could improve learners’ receptive and productive knowledge of target FSs from pretests to posttests and retained the effects until the delayed posttests. Additionally, both EI+IE and GF groups significantly outperformed the IF group at the immediate posttests. That is, the results from EI+IE did not differ significantly from those of GF. Plausible accounts for the obtained results are provided and the implications are discussed. | ||
| کلیدواژه‌ها | ||
| Input enhancement؛ Explicit instruction؛ Input flood؛ Gap-fill tasks؛ Formulaic sequences؛ Receptive knowledge؛ Productive knowledge | ||
| مراجع | ||
|
Alali, F. A., & Schmitt, N. (2012). Teaching formulaic sequences: The same as or different from teaching single words? TESOL Journal, 3(2), 153-180.
AlHassan, L. (2018). An Empirical Investigation of the Role of Formulaic Sequences in acquiring L2. Upgrading EAP Students’ Academic Writing Skills (Doctoral dissertation, Carleton University).
AlHassan, L., & Wood, D. (2015). The effectiveness of focused instruction of formulaic sequences in augmenting L2 learners' academic writing skills: A quantitative research study. Journal of English for Academic Purposes, 17, 51-62.
Alkazemi, B. Y., & Grami, G. M. (2016). Using online corpora databases to improve ESL writing. Journal of Computers, 11(5), 374-380.
Bishop, H. (2004a). Noticing formulaic sequences—A problem of measuring the subjective. LSO Working Papers in Linguistics, 4, 15-19.
Bishop, H. (2004b). The effect of typographic salience on the look up and comprehension of unknown formulaic sequences. Formulaic sequences: Acquisition, processing and use, 227-248.
Boers, F., & Lindstromberg, S. (2012). Experimental and intervention studies on formulaic sequences in a second language. Annual Review of Applied Linguistics, 32, 83-110.
Boers, F., Eyckmans, J., Kappel, J., Stengers, H., & Demecheleer, M. (2006). Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language teaching research, 10(3), 245-261.
Byrd, P., & Coxhead, A. (2010). On the other hand: Lexical bundles in academic writing and in the teaching of EAP. University of Sydney Papers in TESOL, 5, 31-64.
Chen, C., & Truscott, J. (2010). The effects of repetition and L1 lexicalization on incidental vocabulary acquisition. Applied Linguistics, 31(5), 693-713.
Čolović-Marković, J. (2012). The effects of explicit instruction of formulaic sequences on second-language writers (Doctoral dissertation, Department of Linguistics, University of Utah).
Conklin, K., & Schmitt, N. (2012). The processing of formulaic language. Annual Review of Applied Linguistics, 32, 45-61.
Cortes, V. (2004). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23(4), 397-423.
Cortes, V. (2006). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23(4), 397-423.
Cortes, V. (2006). Teaching lexical bundles in the disciplines: An example from a writing intensive history class. Linguistics and Education, 17(4), 391-406.
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
Doughty, C. (2004). Effects of instruction on learning a second language: A critique of instructed SLA research. Form-meaning connections in second language acquisition, 181-202.
Durrant, P., & Schmitt, N. (2010). Adult learners' retention of collocations from exposure. Second Language Research, 26(2), 163-188.
Eckerth, J., and P. Tavakoli (2012) The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading. Language Teaching Research 16.2: 227-52.
Ellis, N. (2002) Frequency effects in language processing: a review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143-188.
Ellis, N. C., & Simpson-Vlach, R. (2009). Formulaic language in native speakers: Triangulating psycholinguistics, corpus linguistics, and education. Corpus Linguistics and Linguistic Theory, 5(1), 61-78.
Ellis, N. C., Simpson-Vlach, R., & Maynard, C. (2008). Formulaic language in native and second language speakers: Psycholinguistics, corpus linguistics, and TESOL. TESOL Quarterly, 42(3), 375-396.
Ellis, R., Y. Tanaka & A. Yamazaki, (1994). Classroom interaction, comprehension and the acquisition of L2 word meanings. Language Learning, 44, 449-491.
Erman, B., & Warren, B. (2000). The idiom principle and the open choice principle. Text-Interdisciplinary Journal for the Study of Discourse, 20(1), 29-62.
Fan, M. (2009). An exploratory study of collocational use by ESL students–A task based approach. System, 37(1), 110-123.
Friginal, E. (2013). Developing research report writing skills using corpora. English for Specific Purposes, 32(4), 208-220.
Han, Z., E. S. Park, & C. Combs (2008) Textual enhancement of input: issues and possibilities. Applied Linguistics, 29(4), 597-618.
Hulstijn, J. H. (2001) Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (ed.), Cognition and second language instruction. Cambridge: Cambridge University Press. 258-86.
Jones, M., & Haywood, S. (2004). Facilitating the acquisition of formulaic sequences. Formulaic sequences, 269-300.
Kim, Y. (2008) The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. The Modern Language Journal, 92(1), 114-130.
Laufer, B. (1998). The Development of Passive and Active Vocabulary in a Second Language: Same or Different? Applied Linguistics, 19(2), 255–271.
Laufer, B. (2006). Comparing focus on form and focus on forms in second-language vocabulary learning. Canadian Modern Language Review, 63(1), 149–166.
Laufer, B., & Hustijn, J. (2001). Incidental vocabulary acquisition in the second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-36.
Laufer, B., & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15(4), 391–411.
Laufer, B., & Waldman, T. (2011). Verb‐noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61(2), 647-672.
Li, J., & Schmitt, N. (2009). The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18(2), 85-102.
Loewen, S., & J. Philp (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. The Modern Language Journal 90, 536-556.
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. Foreign language research in cross-cultural perspective, 2(1), 39-52.
Millar, N. (2011). The processing of malformed formulaic language. Applied Linguistics, 32(2), 129-148.
Murray, L. (2016). An analysis of the usefulness of formulaic sequences and related acquisition exercises in an EFL academic writing textbook. Studies of Language and Culture, 20, 29-45.
Nation, P. (2001). Learning Vocabulary In Another Language, Cambridge: Cambridge University Press.
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24(2), 223-242.
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied linguistics, 24(2), 223-242.
Nguyen, H. (2014). The acquisition of formulaic sequences in high-intermediate ESL learners. Publicly Accessible Penn Dissertations. Paper 1385.
Pellicer-Sánchez, A. (2016). Incidental L2 vocabulary acquisition from and while reading: An eye tracking study. Studies in Second Language Acquisition, 38(1), 97–130.
Pellicer-Sánchez, A. (2017). Learning L2 collocations incidentally from reading. Language Teaching Research, 21(3), 381–402.
Peters, E. (2014). The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations. Language Teaching Research, 18(1), 75–94.
Pickering, M. (1982). Context-free and context-dependent vocabulary learning: An experiment. System, 10(1), 79-83.
Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a foreign language, 18(1), 1.
Rott, S. (2007). The effect of frequency of input‐enhancements on word learning and text comprehension. Language Learning, 57(2), 165-199.
Schmitt, N. (2000). Vocabulary in language teaching. Ernst Klett Sprachen.
Schmitt, N. (2008). Review article: Instructed Second Language Vocabulary Learning. Language Teaching Research, 12(3), 329-363
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke, England: Palgrave Macmillan.
Schmitt, N., & Carter, R. (2004). Formulaic sequences in action. Formulaic sequences: Acquisition, processing and use, 1-22.
Schmitt, N., Dornyei, Z., Adolphs, S., & Durow, V. (2004). Knowledge and acquisition of formulaic sequences. Formulaic sequences: Acquisition, processing and use, 55-86.
Szudarski, P., & Carter, R. (2016). The role of input flood and input enhancement in EFL learners' acquisition of collocations. International Journal of Applied Linguistics, 26(2), 245-265.
Van Zeeland, H., & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: A dimensions approach. System, 41(3), 609–624.
VanPatten, B., Williams, J., Rott, S., & Overstreet, M. (Eds.). (2004). Form-meaning connections in second language acquisition. Routledge.
Vidal, K. (2011). A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61(1), 219-258.
Ward, J. (2007). Collocation and technicality in EAP engineering. Journal of English for Academic Purposes, 6(1), 18-35.
Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. SSLA, 27, pp. 33–52.
Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46-65.
Webb, S. (2009). The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC Journal, 40(3), 360–376.
Webb, S., & Kagimoto, E. (2011). Learning collocations: Do the number of collocates, position of the node word, and synonymy affect learning? Applied Linguistics, 32(3), 259–276.
Wood, D. (2009). Effects of focused instruction of formulaic sequences on fluent expression in second language narratives: A case study. Canadian Journal of Applied Linguistics 12(1), 39-57.
Wood, D. (2010). Formulaic language and second language speech fluency: Background, evidence and classroom applications. London: Continuum International Publishing Group.
Wood, D. (2015). Fundamentals of formulaic language: An introduction. London: Bloomsbury.
Wood, D. C., & Appel, R. (2014). Multiword constructions in first year business and engineering university textbooks and EAP textbooks. Journal of English for Academic Purposes, 15, 1-13. | ||
|
آمار تعداد مشاهده مقاله: 503 تعداد دریافت فایل اصل مقاله: 567 |
||