Acquisition of Formulaic Sequences in Intensive and Regular EFL Programmes

Autor/inn/en	Serrano, Raquel; Stengers, Helene; Housen, Alex
Titel	Acquisition of Formulaic Sequences in Intensive and Regular EFL Programmes
Quelle	In: Language Teaching Research, 19 (2015) 1, S.89-106 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168814541748
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Phrase Structure; Teaching Methods; Native Speakers; Benchmarking; Intensive Language Courses; Advanced Students; Second Language Programs; Role; Time Factors (Learning); Pretests Posttests; Language Tests; Foreign Countries; Adult Education; Spain + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Muttersprachler; Intensivkurs; Sprachkurs; Fortgeschrittener; Rollen; Language test; Sprachtest; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Spanien
Abstract	This paper aims to analyse the role of time concentration of instructional hours on the acquisition of formulaic sequences in English as a foreign language (EFL). Two programme types that offer the same amount of hours of instruction are considered: intensive (110 hours/1 month) and regular (110 hours/7 months). The EFL learners under study are adults at the beginner (N = 35), intermediate (N = 44) and advanced levels (N = 45). A group of native English speakers (N = 12) served as a benchmark. The focus of this study is on the number and range of formulaic sequences the participants used while performing an oral narrative. The results of the statistical analyses show a slight advantage for the learners in the intensive programme, especially at the intermediate level, both in terms of frequency and range of formulaic sequences produced. Moreover, results suggest that there are still marked differences between even the advanced EFL learners in our sample and the native speaker benchmarks, again both in terms of number and range of formulaic sequences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10