The effectiveness of focused instruction of formulaic sequences in augmenting L2 learners' academic writing skills: A quantitative research study

Abstract

To date, experts in the field of second language acquisition (SLA) have paid extensive attention to the vital role formulaic sequences can play in augmenting second language (L2) learners' academic writing skills. However, empirical testing of such a role is rarely attempted in research. This quantitative research study is an attempt to investigate the effects of focused instruction of formulaic sequences on twelve L2 learners' academic writing skills. The study results suggest that an explicit instructional approach to formulaic sequences can enhance their subsequent acquisition and promote L2 learners' tendency to integrate this language phenomenon in their writing. Moreover, formulaic sequences may increase L2 learners' writing proficiency because they function as frames to which L2 learners might resort when approaching a writing task to compose an academic piece of writing.