Pre-Service English Teachers' Awareness of Formulaic Language Use: Implications for Language Instruction
Abstract
The present paper aimed to explore pre-service English teachers’ awareness of formulaic language use. The study involved 41 senior students who were enrolled in the English Language Teaching Department at a state university in Turkey. Data of this cross-sectional study was collected through a formulaic language awareness form, which included three main parts. Firstly, participants were asked to write down three words that come to their mind concerning formulaic expressions, and their own definition of formulaic expressions. Secondly, they were required to place given formulaic expressions into the correct group on Kecskes’s Continuum Table. Finally, they were asked to identify formulaic expressions from a given text. Content and descriptive analysis were used to analyse the data and reveal the awareness of formulaic expressions among pre-service English teachers. The results indicated that the participants were somewhat familiar with the concept of formulaic expressions. They were able to identify grammatical units, phrasal verbs, and idioms, but struggled with identifying and grouping other fixed expressions. They also had difficulties classifying formulaic expressions and mis-grouped them. As a result, the study found that pre-service English teachers’ awareness of formulaic language use was moderate.
Supporting Institution
Amasya University
References
- Akkoç, A. B. (2017). The effects of explicit teaching of formulaic language on academic writing [Master's thesis]. Yeditepe University.
- AlHassan, L. (2014). The effectiveness of focused instruction of formulaic sequences in augmenting L2 learners’ academic writing skills: A quantitative research study. [Master's thesis,]. Carleton University.
- Bostancı, T. (2017). The use of formulaic language in Asian and European EFL contexts: A corpus-based study. [Master's thesis]. Bilkent University.
- Conklin, K., & Schmitt, N. (2012). The processing of formulaic language. Annual Review of Applied Linguistics, 32, 45-61.
- Çukurlu, Ö., & Özsoy, G. (2020). Kalıpsal ifadeler ve İngilizce öğretimi: İlkokul dördüncü sınıf kitaplarının incelemesi [Formulaic expressions and teaching English: A review of primary school fourth grade books]. International Journal of Primary Education Studies, 1(1), 1-9. Çukurlu Aydın, Ö. (2021). İlkokul İngilizce Öğretmenlerinin Kalıpsal İfadelerle İlgili Farkındalık Düzeyi [Awareness Level of Primary School English Teachers about Formulaic Expressions] [Master’s thesis]. Ordu University.
- Dörnyei, Z.(2007). Research methods in applied linguistics. Oxford University Press.
- Erman, B., & Warren, B. (2000). The idiom principle and the open choice principle. Text & Talk, 20(1), 29-62.
- Gerard, J. E. (2007). The reading of formulaic sequences in a native and non-native language: An eye movement analysis. EUROSLA Yearbook, 7(1), 105-126.
- Gonzalez Cid, M. (2019). Awareness-raising of formulaic language in EFL: A task-based teaching study. [Master's thesis]. Barcelona University.
- Gray, B., & Biber, D. (2015). Phraseology. In D. Biber, & R. Reppen (Eds.), The Cambridge Handbook of English Corpus Linguistics (pp. 125-145). Cambridge University Press.
- Kecskes, I. (2007). Formulaic language in English lingua franca. Explorations in Pragmatics: Linguistic, Cognitive and Intercultural Aspects, 1, 191-218.
- Kesmodel, U. S. (2018). Cross‐sectional studies–what are they good for?. Acta Obstetricia et Gynecologica Scandinavica, 97(4), 388-393.
- Kılıç, S. Z. (2015). The use of formulaic language by English as a foreign language (EFL) learners in writing proficiency exams. [Doctoral dissertation]. Bilkent University.
- MacKenzie, I., & Kayman, M. A. (2016). Introduction: Formulaicity and creativity in language and literature. In I. MacKenzie & M. A. Kayman (Eds.), Formulaicity, creativity and language: Sociocultural, cognitive and linguistic perspectives (pp. 1-12). Palgrave Macmillan.
- Meunier, F. (2012). Formulaic language and language teaching. Annual Review of Applied Linguistics, 32, 111-129. Ministry of National Education. (2018). English language teaching curriculum. State Publishing.
- Nattinger, J. R., & DeCarrico, J. (1992). Lexical phrases and language teaching. Oxford University Press.
- Preiffer K. (2014). The effect of L1 on L2 formulaic expression production. [Doctoral dissertation] Bilkent University.
- Schmitt, N. (Ed.). (2004). Formulaic sequences: Acquisition, processing, and use. John Benjamins Publishing.
- Setia, M. S. (2016). Methodology series module 3: Cross-sectional studies. Indian Journal of Dermatology, 61(3), 261-264.
- Tran, H. Q. (2012). An explorative study of idiom teaching for pre-service teachers of English. English Language Teaching, 5(12), 76-86.
- Üstünbaş, Ü. (2014). The use of formulaic language by English as a foreign language (EFL) learner in oral proficiency exams. [Doctoral dissertation]. Bilkent University.
- Üstünbaş, Ü., & Ortactepe, D. (2016). EFL learners’ use of formulaic language in oral assessments: A study on fluency and proficiency. Hacettepe Eğitim Dergisi, 31(3), 578-592.
- Weinert, R. (1995). The role of formulaic language in second language acquisition: A review. Applied Linguistics, 16(2), 180-205.
- Wood, D. (2002). Formulaic language acquisition and production: Implications for teaching. TESL Canada Journal, 20(1), 01-15.
- Wood, D. (2006). Uses and functions of formulaic sequences in second language speech: An exploration of the foundations of fluency. Canadian Modern Language Review, 63(1), 13-33.
- Wray, A. (2002). Formulaic language and the lexicon. Cambridge University Press.
- Wray, A. (2004). Here’s one I prepared earlier. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing, and use, 9, (pp. 249-260). John Benjamins Publishing.
- Wray, A. (2012). What do we (think we) know about formulaic language? An evaluation of the current state of play. Annual Review of Applied Linguistics, 32(1), 231-254.
- Wray, A. (2016). Formulaic sequences as a regulatory mechanism for cognitive perturbations during the achievement of social goals. Topics in Cognitive Science, 9(3), 569-587.
İngilizce Öğretmen Adaylarının Kalıplaşmış Dil Kullanımına İlişkin Farkındalıkları: Dil Öğretimi İçin Çıkarımlar
Abstract
Bu çalışma, İngilizce öğretmeni adaylarının kalıplaşmış dil kullanımına ilişkin farkındalıklarını keşfetmeyi amaçlamıştır. Çalışma, Türkiye'de bir devlet üniversitesinin İngilizce Öğretmenliği Bölümü'ne kayıtlı 41 son sınıf öğrencisini kapsamaktadır. Bu kesitsel çalışmanın verileri, üç ana bölümden oluşan kalıplaşmış dil farkındalık formu aracılığıyla toplanmıştır. Katılımcılar kalıplaşmış ifadelerin kendilerinde çağrıştırdığı üç kelimeyi ve kendilerine göre kalıplaşmış ifadelerin tanımını yazmışlardır. Daha sonra verilen kalıpsal ifadeleri Kecskes’in Continuum Tablosuna göre doğru gruplara yerleştirmişlerdir. Son bölümde ise verilen bir metinden kalıplaşmış ifadeler bularak ne tür kalıpsal ifadeler olduğunu belirlemişlerdir. Öğretmen adaylarını kalıpsal ifade farkındalık düzeylerini ayrıntılı bir şekilde ortaya çıkarmak için veriler içerik analizi yöntemiyle analiz edilmiştir. Çalışma sonuçları, katılımcıların aşağı yukarı kalıplaşmış ifadeler kavramına aşina olduklarını ortaya koymuştur. Katılımcılar, gramer birimleri, öbek fiiller ve deyimleri başarılı bir şekilde bulurken, diğer kalıpsal ifadeleri belirleme ve gruplama konusunda sorun yaşamışlardır. Ayrıca kalıplaşmış ifadeleri sınıflandırmakta güçlük çekmişler ve ifadeleri yanlış gruplandırmışlardır. Sonuç olarak, İngilizce öğretmeni adaylarının kalıplaşmış ifadeler farkındalık düzeylerinin ortalama düzeyde olduğu görülmüştür.
References
- Akkoç, A. B. (2017). The effects of explicit teaching of formulaic language on academic writing [Master's thesis]. Yeditepe University.
- AlHassan, L. (2014). The effectiveness of focused instruction of formulaic sequences in augmenting L2 learners’ academic writing skills: A quantitative research study. [Master's thesis,]. Carleton University.
- Bostancı, T. (2017). The use of formulaic language in Asian and European EFL contexts: A corpus-based study. [Master's thesis]. Bilkent University.
- Conklin, K., & Schmitt, N. (2012). The processing of formulaic language. Annual Review of Applied Linguistics, 32, 45-61.
- Çukurlu, Ö., & Özsoy, G. (2020). Kalıpsal ifadeler ve İngilizce öğretimi: İlkokul dördüncü sınıf kitaplarının incelemesi [Formulaic expressions and teaching English: A review of primary school fourth grade books]. International Journal of Primary Education Studies, 1(1), 1-9. Çukurlu Aydın, Ö. (2021). İlkokul İngilizce Öğretmenlerinin Kalıpsal İfadelerle İlgili Farkındalık Düzeyi [Awareness Level of Primary School English Teachers about Formulaic Expressions] [Master’s thesis]. Ordu University.
- Dörnyei, Z.(2007). Research methods in applied linguistics. Oxford University Press.
- Erman, B., & Warren, B. (2000). The idiom principle and the open choice principle. Text & Talk, 20(1), 29-62.
- Gerard, J. E. (2007). The reading of formulaic sequences in a native and non-native language: An eye movement analysis. EUROSLA Yearbook, 7(1), 105-126.
- Gonzalez Cid, M. (2019). Awareness-raising of formulaic language in EFL: A task-based teaching study. [Master's thesis]. Barcelona University.
- Gray, B., & Biber, D. (2015). Phraseology. In D. Biber, & R. Reppen (Eds.), The Cambridge Handbook of English Corpus Linguistics (pp. 125-145). Cambridge University Press.
- Kecskes, I. (2007). Formulaic language in English lingua franca. Explorations in Pragmatics: Linguistic, Cognitive and Intercultural Aspects, 1, 191-218.
- Kesmodel, U. S. (2018). Cross‐sectional studies–what are they good for?. Acta Obstetricia et Gynecologica Scandinavica, 97(4), 388-393.
- Kılıç, S. Z. (2015). The use of formulaic language by English as a foreign language (EFL) learners in writing proficiency exams. [Doctoral dissertation]. Bilkent University.
- MacKenzie, I., & Kayman, M. A. (2016). Introduction: Formulaicity and creativity in language and literature. In I. MacKenzie & M. A. Kayman (Eds.), Formulaicity, creativity and language: Sociocultural, cognitive and linguistic perspectives (pp. 1-12). Palgrave Macmillan.
- Meunier, F. (2012). Formulaic language and language teaching. Annual Review of Applied Linguistics, 32, 111-129. Ministry of National Education. (2018). English language teaching curriculum. State Publishing.
- Nattinger, J. R., & DeCarrico, J. (1992). Lexical phrases and language teaching. Oxford University Press.
- Preiffer K. (2014). The effect of L1 on L2 formulaic expression production. [Doctoral dissertation] Bilkent University.
- Schmitt, N. (Ed.). (2004). Formulaic sequences: Acquisition, processing, and use. John Benjamins Publishing.
- Setia, M. S. (2016). Methodology series module 3: Cross-sectional studies. Indian Journal of Dermatology, 61(3), 261-264.
- Tran, H. Q. (2012). An explorative study of idiom teaching for pre-service teachers of English. English Language Teaching, 5(12), 76-86.
- Üstünbaş, Ü. (2014). The use of formulaic language by English as a foreign language (EFL) learner in oral proficiency exams. [Doctoral dissertation]. Bilkent University.
- Üstünbaş, Ü., & Ortactepe, D. (2016). EFL learners’ use of formulaic language in oral assessments: A study on fluency and proficiency. Hacettepe Eğitim Dergisi, 31(3), 578-592.
- Weinert, R. (1995). The role of formulaic language in second language acquisition: A review. Applied Linguistics, 16(2), 180-205.
- Wood, D. (2002). Formulaic language acquisition and production: Implications for teaching. TESL Canada Journal, 20(1), 01-15.
- Wood, D. (2006). Uses and functions of formulaic sequences in second language speech: An exploration of the foundations of fluency. Canadian Modern Language Review, 63(1), 13-33.
- Wray, A. (2002). Formulaic language and the lexicon. Cambridge University Press.
- Wray, A. (2004). Here’s one I prepared earlier. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing, and use, 9, (pp. 249-260). John Benjamins Publishing.
- Wray, A. (2012). What do we (think we) know about formulaic language? An evaluation of the current state of play. Annual Review of Applied Linguistics, 32(1), 231-254.
- Wray, A. (2016). Formulaic sequences as a regulatory mechanism for cognitive perturbations during the achievement of social goals. Topics in Cognitive Science, 9(3), 569-587.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | June 22, 2023 |
| Published in Issue | Year 2023 Issue: 56 |
