Abstract
In the light of previous research into the correlation between the acquisition of formulaic sequences and language learners’ fluency gains, this study aims to investigate the extent to which an intensive course of direct instruction in preselected targeted formulaic sequences can improve IELTS students’ oral fluency. In achieving this purpose, the researcher explores criteria for selecting formulaic sequences for intensive instruction as part of an IELTS speaking preparation course, and outlines principles for selecting and developing tasks and activities for the acquisition of formulaic sequences. The methodology for our intensive instruction course was quantitatively and qualitatively assessed using a group of five intermediate second language learners of English who had not received IELTS training before. A body of empirical data was gathered in pre- and post-course speaking tests conducted in full accordance with the IELTS format, with the test takers’ performance being audio recorded. Recorded data were imported into Praat speech processing software to examine the temporal characteristics of the participants’ speech. Analysis of the pre- and post-test recordings using a number of temporal measures revealed a significant increase in the number of targeted formulaic sequences used by the study participants after four weeks of intensive direct instruction. Analysis of the empirical data collected suggests a beneficial effect of formulaic sequence acquisition on both IELTS students’ speaking performance and on their overall Speaking scores. The findings obtained are used to hypothesise to what extent formulaic sequences acquired through the course of direct instruction can influence test-takers’ IELTS Speaking scores.
Highlights
There have been numerous studies carried out in recent years on the benefits of formulaic sequences (FSs) in acquiring speaking skills and fluency
Research objectives and tasks given the already-confirmed findings such as the correlation between the acquisition of formulaic sequences and language learners’ fluency gains, and taking into account the virtually unexplored area of teaching FSs in the context of language test preparation, it should be noted that the purpose of this study is to identify key principles and effective approaches to developing intensive direct instruction in FSs aimed, first and foremost, at improving IELTS students’ oral fluency, and, at increasing their IELTS Speaking scores
The evidence reviewed in the above section supports previous findings that formulaic language contributes to second language fluency, highlighting the need for developing pedagogical approaches designed to help language learners acquire formulaic language
Summary
There have been numerous studies carried out in recent years on the benefits of formulaic sequences (FSs) in acquiring speaking skills and fluency. Even less studied are the role and significance of FSs in preparing students for highstakes international English language tests such as IELTS, TOEFL, etc, as well as the impact of acquired FSs on test-takers’ overall scores This theoretical study is one of the first attempts to analyse the already available meaningful research data on FSs in the context of IELTS preparation and to identify a set of guiding principles to develop a short intensive course of instruction in targeted FSs as part of IELTS training. FSs are understood to be an umbrella term embracing different types of word combination units which, over the last four decades, have been variously labelled by researchers as chunks, collocations, conventionalised forms, fixed expressions, formulae, formulaic language, lexical bundles, multiword units, ready-made utterances, etc This list is by no means exhaustive. These forms serve a variety of pragmatic and semantic
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