Processing English Formulaic Expressions in Situation-Bound Utterances: Strategies Used by Francophone ESL Learners in Thailand

Autor/inn/en	Ambele, Eric A.; Boonsuk, Yusop; Buddharat, Chamaiporn
Titel	Processing English Formulaic Expressions in Situation-Bound Utterances: Strategies Used by Francophone ESL Learners in Thailand
Quelle	In: Arab World English Journal, 9 (2018) 3, S.163-175 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ambele, Eric A.) ORCID (Boonsuk, Yusop) ORCID (Buddharat, Chamaiporn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Phrase Structure; French; Native Language; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Language Processing; Cultural Influences; African Culture; Learning Strategies; Foreign Students; Undergraduate Students; Native Speakers; Comparative Analysis; Task Analysis; Oral Language; Transfer of Training; Language Proficiency; Sociolinguistics; Pragmatics; Teaching Methods; Language of Instruction; Thailand; Cameroon + Suchen Sie Ihr Suchwort? Phrasenstruktur; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sprachverarbeitung; Cultural influence; Kultureinfluss; Africa; Culture; Afrika; Kultur; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Muttersprachler; Aufgabenanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Training; Transfer; Ausbildung; Language skill; Language skills; Sprachkompetenz; Soziolinguistik; Pragmalinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Kamerun
Abstract	In examining how English as a second language (ESL) learners process English formulaic expressions in a nonnative English context, this study aims to investigate the strategies that learners use and how first language (L1) culture and conceptual knowledge could influence the use of the strategies. This study is guided by the research question of how francophone ESL learners in Thailand process formulaic expressions in situation-bound utterances (SBUs). Three Francophone Cameroonian learners of English in a university in Thailand (served as the experimental group) and two native English speakers (as the control group) participated in this study. Oral Discourse Completion Task (DCT) was employed to elicit data and evaluated based on 4 categories: (1) Native-like English; (2) Towards Native-like English; (3) Francophone English; and (4) Irrelevant English. The result showed that among the three francophone participants in the study whose native languages were French, 60% DCT responses were Towards Native-like (TNE), 30% were Francophone English (FE), 10% were Native-like English (NE). There was no response from the DCTs, according to the analysis, that was irrelevant English. A further analysis of the three categories revealed that the learners primarily used simplification, verbosity, literal salience, and L1 cultural transfer strategies in processing formulaic expressions. This study corroborates the seemingly weak connection of English linguistic proficiency and sociolinguistic competence in ESL learner's pragmatic knowledge, as well as the reliance on L1 conventionalized conceptualization in processing English formulaic expressions. Implications for teaching formulaic expressions in a nonnative English as a foreign language (EFL) context in general, and Thai context in particular are also discussed. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01