Perceptions of EFL learners towards a ‘word hunting’ experience in oral communication skills course
Yıl 2017,
Cilt: 6 Sayı: 4, 322 - 336, 30.12.2017
Burçak Yılmaz Yakışık
Özge Dişli
Öz
This study aims at investigating language learners’ perceptions
regarding the ‘word hunting’ experience through which learners have been
exposed to a wide range of authentic resources with formulaic chunks as a
requirement for oral communication skills course. Data were collected through reflection
reports before and after the intervention. Participants were selected randomly
among the students who took Oral Communication Skills course at the Department
of English Language Teaching. The collected data were analyzed through content analysis
approach on N.Vivo 10.0 The themes that emerged during content
analysis were utilized to draw conclusions about students’ attitudes and
beliefs. Findings generally indicate that most of the learners had positive
attitudes towards the use of formulaic language and its effect on their
speaking skills. It is also concluded that students gained awareness about the
use and the significance of formulaic language and about the effect of lexical
practices on their further language studies.
Kaynakça
- Aşık, A., Vural, A. & Akpınar, K. D. (2016). Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners. Journal of Education and Training Studies. 4(3), 87-96.
Creswell, J. W. (2005). Educational research: Planning, conducting and evaluating quantitative and qualitative research (2nd ed.), Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
Kecskes, I. (2000). A cognitive-pragmatic approach to situation-bound utterances. Journal of Pragmatic Studies. 32, 605-625.
Krashen, S.D. (1981). Second language acquisition and second language learning. Oxford, UK: Pergamon Press.
Lewis, M. (1993). The Lexical Approach: The state of ELT and a new way forward. Hove, England, Language Teaching Publications
Lewis, M. (1997). "Implementing the lexical approach: Putting theory into practice." Hove, England: Language Teaching Publications.
Lewis, M. (2002). Implementing the Lexical Approach: putting theory into practice. Boston: Thomson Publishing.
Lewis, M. (2002). The Lexical Approach: the state of ELT a new way forward. Boston: Thomson Publishing.
Mondria, J. A. (2003). The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition, 25, 473-499.
Moudraia, O. (2001). Lexical approach to second language teaching. Washington DC: ERIC Clearinghouse on Languages and Linguistics- ERIC digest.
Myles, F., Hooper, J. & Mitchell, R. (1998). Rote or Rule? Exploring the Role of Formulaic Language in classroom Foreign language learning. Language Learning 48 (3), 323-363.
Nattinger, J., & DeCarrico, J. (1992). "Lexical phrases and language teaching." Oxford: Oxford University Press.
Pawley, A., & Syder, F. (1983). Two puzzles for linguistic theory: Native-like selection and native-like fluency. In J. Richards & R. Schmidt (Eds.), "Language and communication" (pp.191-226). London: Longman.
Ramirez, A.T. (2012). The Lexical approach: collacability, fluency and implications for teaching. S, 18, 237-254.
Scmitt, N. (2008). Review article. Instructed Second Language Vocabulary Learning. Language Teaching Research. 12(3), 329-363.
Scmitt, N. & Carter, R. (2004). Formulaic Sequences in action: An introduction: In Scmitt, N. (ED.) Formulaic Sequences. Amsterdam: John Benjamins.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage publications.
Willis, D. (1990). "The lexical syllabus: A new approach to language teaching." London: Collins COBUILD.
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.
Wood, D. (2002). Formulaic Language in Acquisition and Production: Implications for Teaching. TESL Canada Journal, 20 (1), 1-15.
Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press.
Wray, A. & Perkins, M. R. (2000). The functions of formulaic language: An integrated model. Language and Communication, 20, 1-28.
Yakisik, Y.B. & Disli, Ö. (2011, April). The Use of Formulaic Language among Turkish students at tertiary level and non-native students studying at universities in the USA. Paper presented at IATEFL Conference, Brighton.
Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), "Second language vocabulary acquisition: A rationale for pedagogy" (pp. 5-19). Cambridge: Cambridge University Press.
Yıl 2017,
Cilt: 6 Sayı: 4, 322 - 336, 30.12.2017
Burçak Yılmaz Yakışık
Özge Dişli
Kaynakça
- Aşık, A., Vural, A. & Akpınar, K. D. (2016). Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners. Journal of Education and Training Studies. 4(3), 87-96.
Creswell, J. W. (2005). Educational research: Planning, conducting and evaluating quantitative and qualitative research (2nd ed.), Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
Kecskes, I. (2000). A cognitive-pragmatic approach to situation-bound utterances. Journal of Pragmatic Studies. 32, 605-625.
Krashen, S.D. (1981). Second language acquisition and second language learning. Oxford, UK: Pergamon Press.
Lewis, M. (1993). The Lexical Approach: The state of ELT and a new way forward. Hove, England, Language Teaching Publications
Lewis, M. (1997). "Implementing the lexical approach: Putting theory into practice." Hove, England: Language Teaching Publications.
Lewis, M. (2002). Implementing the Lexical Approach: putting theory into practice. Boston: Thomson Publishing.
Lewis, M. (2002). The Lexical Approach: the state of ELT a new way forward. Boston: Thomson Publishing.
Mondria, J. A. (2003). The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition, 25, 473-499.
Moudraia, O. (2001). Lexical approach to second language teaching. Washington DC: ERIC Clearinghouse on Languages and Linguistics- ERIC digest.
Myles, F., Hooper, J. & Mitchell, R. (1998). Rote or Rule? Exploring the Role of Formulaic Language in classroom Foreign language learning. Language Learning 48 (3), 323-363.
Nattinger, J., & DeCarrico, J. (1992). "Lexical phrases and language teaching." Oxford: Oxford University Press.
Pawley, A., & Syder, F. (1983). Two puzzles for linguistic theory: Native-like selection and native-like fluency. In J. Richards & R. Schmidt (Eds.), "Language and communication" (pp.191-226). London: Longman.
Ramirez, A.T. (2012). The Lexical approach: collacability, fluency and implications for teaching. S, 18, 237-254.
Scmitt, N. (2008). Review article. Instructed Second Language Vocabulary Learning. Language Teaching Research. 12(3), 329-363.
Scmitt, N. & Carter, R. (2004). Formulaic Sequences in action: An introduction: In Scmitt, N. (ED.) Formulaic Sequences. Amsterdam: John Benjamins.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage publications.
Willis, D. (1990). "The lexical syllabus: A new approach to language teaching." London: Collins COBUILD.
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.
Wood, D. (2002). Formulaic Language in Acquisition and Production: Implications for Teaching. TESL Canada Journal, 20 (1), 1-15.
Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press.
Wray, A. & Perkins, M. R. (2000). The functions of formulaic language: An integrated model. Language and Communication, 20, 1-28.
Yakisik, Y.B. & Disli, Ö. (2011, April). The Use of Formulaic Language among Turkish students at tertiary level and non-native students studying at universities in the USA. Paper presented at IATEFL Conference, Brighton.
Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), "Second language vocabulary acquisition: A rationale for pedagogy" (pp. 5-19). Cambridge: Cambridge University Press.