Formulaic Sequences and L2 Oral Proficiency: Does the Type of Target Language Influence the Association?

Autor/inn/en	Stengers, Helene; Boers, Frank; Housen, Alex; Eyckmans, June
Titel	Formulaic Sequences and L2 Oral Proficiency: Does the Type of Target Language Influence the Association?
Quelle	In: International Review of Applied Linguistics in Language Teaching (IRAL), 49 (2011) 4, S.321-343 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0019-042X
DOI	10.1515/iral.2011.017
Schlagwörter	Evidence; Second Language Learning; Language Patterns; English (Second Language); Spanish; Oral Language; Language Proficiency; Sentences; Language Fluency; Indo European Languages; Native Speakers; Correlation; Task Analysis; Second Language Instruction; Morphology (Languages); Language Classification; Error Patterns + Suchen Sie Ihr Suchwort? Evidenz; Zweitsprachenerwerb; Sprachmodell; Sprachstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Sentence analysis; Satzanalyse; Indoeuropäisch; Muttersprachler; Korrelation; Aufgabenanalyse; Fremdsprachenunterricht; Morphology; Morphologie; Sprachtypologie; Fehlertyp
Abstract	This paper investigates the extent to which productive use of formulaic sequences by intermediate students of two typologically different languages, i.e., English and Spanish, is associated with their oral proficiency in these languages. Previous research (e.g., Boers et al., "Language Teaching Research" 10: 245-261, 2006) has shown that appropriate use of formulaic sequences helps learners of English come across as fluent and idiomatic speakers. The evidence from the present study, which was conducted with the participation of Dutch-speaking students of English and Spanish, confirms that finding, as oral proficiency assessments based on re-tell tasks correlated positively with the number of formulaic sequences the students used in these tasks. The correlations were strongest in the English language samples, however. It seems that the greater incidence of morphological-inflectional errors in our participants' spoken Spanish dampens the contribution that using formulaic sequences tends to make to their oral proficiency (as perceived by our assessors). The findings are discussed with reference to typological differences between L1 and L2. (As Provided).
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Update	2017/4/10