Language Play with Formulas in an EFL Classroom

Parvin Gheitasi

doi:10.3390/languages7010063

Abstract

Language learners’ play with language can be a useful and effective tool for learning. Since language play generally involves deviating from the norms, one potential source for it can be multiword units of language known as formulaic sequences. This study is informed by sociocultural perspective and Bakhtinian dialogism and investigates language play with sequences among young foreign language learners in a classroom context. A class of 11 pupils (aged 9 to 11), in Iran, was observed and video recorded for 16 × 90 min sessions. Across recordings, episodes where pupils were engaged in language play were identified and analyzed qualitatively to document patterns of use and participation. Additionally, formulaic sequences were identified based on pre-established criteria. Results revealed that the young learners of the present study were recurrently engaged in different types of language play with formulaic sequences such as playing with sounds, manipulating some units of sequences or using a sequence to play a role. The data provide examples illustrating the role of language play in generating occasions for learners to practice, repeat, explore, and interact with the language in a more lively and low stress environment.

Highlights

Language users, regardless of age, appear to have a drive to manipulate language for the purpose of fun and enjoyment
This paper reports on a study that investigates the nature and role of language play with formulaic sequences among young foreign language learners in a classroom context
The findings of this study reveal that the young language learners evaluated took great pleasure in finding and creating fun in their studies

Summary

Introduction

Regardless of age, appear to have a drive to manipulate (or play with) language for the purpose of fun and enjoyment. Formulaic sequences generally have a stereotyped form, conventionalized meaning, and require an appropriate context, all of which are immediately recognizable to native speakers of a language (Pawley 2007; Wray 2014) Such conventionalized systems provide an infinite number of options for language users to combine and manipulate elements of language; linguistic structures can be manipulated at the phonemic, morphological, lexical, syntactic, or pragmatic level. Lantolf (1997) refers to Vygotsky’s theory and argues that the purpose of play is not fun; it rather can perform an essential role in the cognitive development of learners by allowing them to handle parts of model utterances that are slightly beyond their current level of competence According to this model, play creates a zone of proximal development in which the child “always behaves beyond his average age, above his daily behavior” Play creates a zone of proximal development in which the child “always behaves beyond his average age, above his daily behavior” (Vygotsky 1978, p. 102; as cited in Lantolf 1997, pp. 4–5)

Objectives

Methods

Results

Conclusion