Abstract
The present study exemplifies an action research-based approach for addressing the extent to which a process of explicit instruction of formulaic language supports the use of this type of vocabulary in middle school students’ short narrative written texts. The study was conducted at a private school in Chile, as a plan to help learners use different forms of expression in a written format. Data were obtained from a group of 23 Spanish-speaking learners of English before and after the intervention period. The action research methodology was implemented in order to collect and analyse written compositions as well as a survey for evaluating the treatment from the students’ perspective. The observation and reflection process led to positive outcomes in relation to the use of formulaic expressions in writing, and students’ opinion about the process also proved favourable. The pedagogical innovation is reflected upon theoretical and pedagogical perspectives. Implications applicable to teachers working in this and other contexts are also considered.
Highlights
In Chilean schools, English is taught as a foreign language
Despite the fact that in the setting of an international school learners are more prone to use English as the means of communication, their lack of vocabulary in general and, in particular, their lack of formulaic language represents a barrier for them to communicate their ideas more effectively in both spoken and written language. This action research project was developed at an International Baccalaureate School, which, through a Language and Literature program, pursues the philosophy and teaching standards imposed by that international institution in all areas of the curriculum
The results showed a close relation between multiword units (MWUs) form and function when used in specific contexts and a better performance in written assignments than in role-play tasks
Summary
In Chilean schools, English is taught as a foreign language. In spite of the fact that in some institutions with an intensive English curriculum learners are exposed to the target language for longer periods, as they go out of school every day, the language they hear is Spanish and most of the forms of input and output are performed in their mother tongue. Despite the fact that in the setting of an international school learners are more prone to use English as the means of communication, their lack of vocabulary in general and, in particular, their lack of formulaic language represents a barrier for them to communicate their ideas more effectively in both spoken and written language This action research project was developed at an International Baccalaureate School, which, through a Language and Literature program, pursues the philosophy and teaching standards imposed by that international institution in all areas of the curriculum. As some researchers have claimed, together with the teacher/researcher experience, mere exposure to formulaic expressions may not be enough for learners, since they need to notice these expressions to be able to learn them and, eventually, use them appropriately (Üstünbas & Ortaçtepe, 2016; Ortaçtepe, 2012) Having considered this learning problem, a period of explicit instruction was planned and implemented within. Some implications for teachers working in EFL contexts are discussed
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