Dictogloss steals the show? Productive use of formulaic sequences by advanced learners

<p align="justify"><span xml:lang="en" lang="en">Corpus studies into the nature of language and the interrelationship between grammar and lexis have highlighted the pervasiveness of recurrent strings of words essential to the construction of meaning which Wr...

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Detalles Bibliográficos
Autores principales: Zinkgräf, Magdalena, Verdú, María Angélica
Formato: artículo
Lenguaje:Inglés
Publicado: Université Jean Moulin - Lyon 3 2021
Materias:
lingüística
Linguistics
Acceso en línea:https://bibliotecadelenguas.uncoma.edu.ar/items/show/609
https://bibliotecadelenguas.uncoma.edu.ar/files/original/7c68b54f56d842b94bd4e2305c5fa823.pdf
Aporte de:
Lenguas - Biblioteca Digital. Universidad Nacional del Comahue (UNCOMA) de Universidad Nacional del Comahue
id I22-R137-609
record_format dspace
spelling I22-R137-6092024-02-21T11:19:33Z Dictogloss steals the show? Productive use of formulaic sequences by advanced learners Zinkgräf, Magdalena Verdú, María Angélica lingüística Linguistics <p align="justify"><span xml:lang="en" lang="en">Corpus studies into the nature of language and the interrelationship between grammar and lexis have highlighted the pervasiveness of recurrent strings of words essential to the construction of meaning which Wray [2002:&nbsp;9] has named “formulaic sequences” (FS). Research by Boers<span>&nbsp;</span></span><em><span xml:lang="en" lang="en">et al</span></em><span xml:lang="en" lang="en"><span>&nbsp;</span>[2006], Eyckmans [2007], Stengers [2009] and Wray &amp; Fitzpatrick [2008] suggests that good command of these phrases in the foreign language (FL), of their typical occurrence and of their use restrictions contributes to learners’ fluency, and is taken as evidence of a high level of proficiency. Boers &amp; Lindstromberg [2012] argue that explicit FS instruction accompanied by awareness-raising tasks yield significant learning gains, especially in FL contexts. As a pushed-output procedure, Wajnryb’s dictogloss technique [1990] has recently been adapted in FS-focused instruction studies like those of Janssens [2016] and Lindstromberg, Eyckmans &amp; Connabeer [2016]. In similar fashion, we designed an experimental study for the teaching of nine pedagogically relevant sequences with Spanish-L1 EFL university learners. Two types of treatment were implemented with a focus on the target FSs’ meanings, forms and uses with two naturally-occurring learner groups (Group&nbsp;1, N=13, and Group&nbsp;2, N=17), whose performance was compared to that of a control group (N=7). Group&nbsp;1 completed a set of Focus-on-Form activities [Doughty &amp; Williams 1998], while Group&nbsp;2 carried out two sessions of FS-oriented dictogloss. Results show that learners in Group&nbsp;2 produced 40 instances of the target FS in five essay-writing tasks at different stages of the study and as late as a month and a half post intervention. By contrast, Group&nbsp;1 produced 23 instances of seven target FSs across three essay writing tasks, six weeks after treatment. These findings indicate that dictogloss seems to reinforce advanced students’ familiarization with target FS in context, and FS memory retention over time. Based on the descriptive analysis of uncued target FSs produced by learners in their written production tasks, the possible contributions of dictogloss to long-term FS acquisition are discussed.</span></p> Université Jean Moulin - Lyon 3 2021 artículo html pdf <a href="https://doi.org/10.4000/lexis.6079">https://doi.org/10.4000/lexis.6079</a> <a href="https://bibliotecadelenguas.uncoma.edu.ar/items/show/609">https://bibliotecadelenguas.uncoma.edu.ar/items/show/609</a> https://bibliotecadelenguas.uncoma.edu.ar/items/show/609 https://bibliotecadelenguas.uncoma.edu.ar/files/original/7c68b54f56d842b94bd4e2305c5fa823.pdf <i>Lexis. Journal in English Lexicology</i>, <i>18</i>, Article 18. <a href="https://doi.org/10.4000/lexis.6079">https://doi.org/10.4000/lexis.6079</a> eng
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-137
collection Lenguas - Biblioteca Digital. Universidad Nacional del Comahue (UNCOMA)
language Inglés
orig_language_str_mv eng
topic lingüística
Linguistics
spellingShingle lingüística
Linguistics
Zinkgräf, Magdalena
Verdú, María Angélica
Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
topic_facet lingüística
Linguistics
description <p align="justify"><span xml:lang="en" lang="en">Corpus studies into the nature of language and the interrelationship between grammar and lexis have highlighted the pervasiveness of recurrent strings of words essential to the construction of meaning which Wray [2002:&nbsp;9] has named “formulaic sequences” (FS). Research by Boers<span>&nbsp;</span></span><em><span xml:lang="en" lang="en">et al</span></em><span xml:lang="en" lang="en"><span>&nbsp;</span>[2006], Eyckmans [2007], Stengers [2009] and Wray &amp; Fitzpatrick [2008] suggests that good command of these phrases in the foreign language (FL), of their typical occurrence and of their use restrictions contributes to learners’ fluency, and is taken as evidence of a high level of proficiency. Boers &amp; Lindstromberg [2012] argue that explicit FS instruction accompanied by awareness-raising tasks yield significant learning gains, especially in FL contexts. As a pushed-output procedure, Wajnryb’s dictogloss technique [1990] has recently been adapted in FS-focused instruction studies like those of Janssens [2016] and Lindstromberg, Eyckmans &amp; Connabeer [2016]. In similar fashion, we designed an experimental study for the teaching of nine pedagogically relevant sequences with Spanish-L1 EFL university learners. Two types of treatment were implemented with a focus on the target FSs’ meanings, forms and uses with two naturally-occurring learner groups (Group&nbsp;1, N=13, and Group&nbsp;2, N=17), whose performance was compared to that of a control group (N=7). Group&nbsp;1 completed a set of Focus-on-Form activities [Doughty &amp; Williams 1998], while Group&nbsp;2 carried out two sessions of FS-oriented dictogloss. Results show that learners in Group&nbsp;2 produced 40 instances of the target FS in five essay-writing tasks at different stages of the study and as late as a month and a half post intervention. By contrast, Group&nbsp;1 produced 23 instances of seven target FSs across three essay writing tasks, six weeks after treatment. These findings indicate that dictogloss seems to reinforce advanced students’ familiarization with target FS in context, and FS memory retention over time. Based on the descriptive analysis of uncued target FSs produced by learners in their written production tasks, the possible contributions of dictogloss to long-term FS acquisition are discussed.</span></p>
format artículo
author Zinkgräf, Magdalena
Verdú, María Angélica
author_facet Zinkgräf, Magdalena
Verdú, María Angélica
author_sort Zinkgräf, Magdalena
title Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
title_short Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
title_full Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
title_fullStr Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
title_full_unstemmed Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
title_sort dictogloss steals the show? productive use of formulaic sequences by advanced learners
publisher Université Jean Moulin - Lyon 3
publishDate 2021
url https://bibliotecadelenguas.uncoma.edu.ar/items/show/609
https://bibliotecadelenguas.uncoma.edu.ar/files/original/7c68b54f56d842b94bd4e2305c5fa823.pdf
work_keys_str_mv AT zinkgrafmagdalena dictoglossstealstheshowproductiveuseofformulaicsequencesbyadvancedlearners
AT verdumariaangelica dictoglossstealstheshowproductiveuseofformulaicsequencesbyadvancedlearners
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