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Cited by 517Second Language Acquisition and LearningEFL/ESL Teaching and LearningSubtitles and Audiovisual Media

The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.

Formulaic sequences and perceived oral proficiency: putting a Lexical Approach to the test

Boers, Frank, Eyckmans, June, Kappel, Jenny, Stengers, Hélène, Demecheleer, Murielle·2006·Language Teaching Research
DOI 10.1191/1362168806lr195oa
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Abstract

This study reports a small-scale experiment that was set up to estimate the extent to which (i) the use of formulaic sequences (standardized phrases such as collocations and idiomatic expressions) can help learners come across as proficient L2 speakers and (ii) an instructional method that emphasizes ‘noticing’of L2 formulaic sequences can help language learners add such phrases to their linguistic repertoire. Participants were 32 college students majoring in English. Over the course of 22 teaching hours they were exposed to considerable quantities of authentic listening and reading materials. During exploration of those materials, the experimental students (N = 17) were made aware of standardized word combinations, while in the control group (N = 15) the traditional grammar-lexis dichotomy was upheld. Afterwards, the participants’ oral proficiency was gauged in an interview by two blind judges. Both perceived the experimental group as more proficient than the control group. Two other blind judges counted the number of word combinations in the interviews that they considered to be formulaic sequences. Their counts correlated well with the oral proficiency ratings, which suggests that helping learners build a repertoire of formulaic sequences can be a useful contribution to improving their oral proficiency.

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Research works printed but not linked: 3

  1. Boers, F., Language Teaching Research
  2. Lewis, M., 2000, Teaching collocation
  3. Palmer, H. E., 1925, Conversation

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Metadata

Authors
Boers, F., Eyckmans, J., Kappel, J., Stengers, H., & Demecheleer, M.
Affiliations
  • University of Antwerp (BE)
  • Erasmus Brussels University of Applied Sciences and Arts (BE)
  • Université Libre de Bruxelles (BE)
Corresponding author
Boers, Frank
ORCID
Venue
Language Teaching Research
Publisher
SAGE Publications
Published
2006-07
Volume
10
Issue
3
Pages
245-261
ISSN
  • 1362-1688 (ISSN-L)
  • 1477-0954
DOI
10.1191/1362168806lr195oa
OpenAlex
W2163322898
Cited by
506
References
13
Citations by year
2026: 20 · 2025: 18 · 2024: 23 · 2023: 32 · 2022: 31 · 2021: 35 · 2020: 53 · 2019: 36 · 2018: 30 · 2017: 23 · 2016: 25 · 2015: 39 · 2014: 76 · 2013: 16 · 2012: 17
FWCI
8.49
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Language Teaching Research (publishedVersion)
  • Dépôt institutionnel de l'Université libre de Bruxelles (Université Libre de Bruxelles) (submittedVersion)
  • VUBIR (Vrije Universiteit Brussel) (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › Subtitles and Audiovisual Media
Keywords
formulaic language, collocations, idioms, lexical approach, noticing, second language speaking, English as a foreign language

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