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Teaching formulaic sequences in an English-language class: The effects of explicit instruction versus coursebook instruction

Le, D; Rodgers, MPH; Pellicer Sanchez, A; (2017) Teaching formulaic sequences in an English-language class: The effects of explicit instruction versus coursebook instruction. TESL Canada Journal , 34 (3) pp. 111-139. 10.18806/tesl.v34i3.1276. Green open access

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Abstract

This study investigates the relative effectiveness of different teaching approaches on the learning of formulaic sequences. Three comparisons were made in this study: the effects of explicit teaching of formulaic sequences versus teaching embedded in traditional coursebook instruction, the effects of the degree of salience of the sequences in the coursebook on learning, and the effects of explicit teaching of formulaic sequences with context versus teaching without context. Sixtynine formulaic sequences occurring in an English as a Foreign Language (EFL) coursebook were selected for the study. The participants were 60 low-proficiency university students majoring in technology in Vietnam. Participants were quasirandomly assigned to one of three groups: control, no-context learning, and sentence-context learning. Learning was measured by two multiple-choice tests of receptive knowledge of form and meaning. Findings indicated that although explicit instruction was effective, the degree of salience in traditional coursebook instruction had no significant effects on learning formulaic sequences. Explicit teaching combined with incidental exposure to formulaic sequences in the coursebook was superior to the traditional coursebook instruction approach in the classroom setting. Furthermore, the results from explicit instruction with context sentences did not differ significantly from those of instruction without context. Explanations for the findings and pedagogical applications are offered.

Type: Article
Title: Teaching formulaic sequences in an English-language class: The effects of explicit instruction versus coursebook instruction
Open access status: An open access version is available from UCL Discovery
DOI: 10.18806/tesl.v34i3.1276
Publisher version: https://doi.org/10.18806/tesl.v34i3.1276
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10045573
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