Exploring Recurrent Multi-Word Sequences in EFL Textbook Dialogues and Authentic Discourse

Abstract

A range of studies have now demonstrated that multi-word sequences play a prominent role in language learning and use (Biber, 2009; Lin, 2013; Schmitt, 2010; Wray, 2002). At the same time, EFL textbooks have been considered as the basis for much of the language input that English language learners receive (Tomlinson, 2011). It stands to reason, therefore, that pedagogical materials should deal with the sequences commonly used in natural conversation. This study investigates the extent to which EFL textbooks used in Taiwanese junior high schools present the recurrent multi-word patterns found in natural spoken communication. The framework used for this analysis is principally adapted from work by Nattinger and DeCarrico (1992), comprising three central functions: social interaction, necessary topics, and discourse devices. In addition, a corpus-driven approach, keyness method (Scott, 2008), is applied to highlight the sequences that occur significantly more or less frequently in the textbook dialogues than in naturally occurring discourse. The research findings identify gaps between the two datasets, and I suggest opportunities for how teachers might bridge these gaps and support learners to achieve better spoken communication.