Routinizing Lexical Phrases on Spoken Discourse

Nazira Binti Osman,Kamaruzaman Jusoff

doi:10.5539/ies.v2n2p188

Abstract

This paper examines the effectiveness of routinizing lexical phrases to a group of second language learners. A group of proficiency class students were drilled or routinized with semi-fixed and fixed phrases which are commonly used in problem-solving group discussion. Basic frequency counts and interview were carried out to see improvement in learners’ communicative ability and how the lexical phrases benefit them. The learners can use a number of phrases appropriately in several group discussions. Thus, the practice of routinizing lexical phrases which is based on the lexical approach can be applied in second language learning.

Highlights

Kavaliauskiene and Janulevieiene (2001) discuss the steps that they take when using lexical phrases in teaching ESP subject
According to Foster (2001), routinizing lexical phrases in the classroom is deemed useful to enhance fluency. This throw some light on the writer to present this paper which will examine the effects of routinizing lexical phrases on a spoken discourse among second language learners in a Malaysian tertiary institution
To find out whether routinizing lexical phrases helps to improve the communicative ability of the students, the researcher observed their performance and compared the average marks of the groups’ communicative ability

Summary

Introduction

Kavaliauskiene and Janulevieiene (2001) discuss the steps that they take when using lexical phrases in teaching ESP subject They make students aware of the existence of Lexical phrases by developing learners’ strategies for dealing with unknown lexical items. They help the students to identify lexical phrases by making students analyze a number of authentic passages, each of which contain the target lexical items. (2) To examine whether the number of lexical phrases of routinized lexical phrases increases in group discussion

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Conclusion