Increasing use of multi-word expressions in conversation through a fluency workshop.

Autor/inn/en	Thomson, Heidee; Coxhead, Averil; Boers, Frank; Warren, Paul
Titel	Increasing use of multi-word expressions in conversation through a fluency workshop.
Quelle	In: System : an international journal of educational technology and applied linguistics, 113 (2023) Art. 102994, 13 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildungen; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2023.102994
Schlagwörter	Rollenspiel; Gespräch; Sprache; Sprachgebrauch; Intervention; Studie; Japan
Abstract	This quasi-experimental study investigated the extent to which explicit classroom intervention helped English as a Foreign Language (EFL) students in Japan to use multi-word expressions (MWEs) fluently in conversation. Over six weeks, an experimental group (n = 65) was encouraged to notice, practise, and produce 30 MWEs (e.g., I think I will, would you like to) through fluency workshop activities including shadowing, dictogloss and role-play. A control group (n = 51) followed normal linked skills classes without any planned exposure to the MWEs. Results showed increases in written production of MWEs in a cued recall test and in the use of MWEs in self- generated conversation. Both effects were significantly stronger for the experimental group than for the control group, and participants with higher vocabulary scores showed greater uptake of MWEs in the cued recall test. Individual differences in rate of MWE use did not predict fluency, as measured through speech rate, phonation time ratio and mean length of run. Teaching im- plications for promoting uptake of MWEs among language learners include explicit noticing and encouraging use of MWEs through a variety of classroom activities such as role-play.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1