Abstract
The paper explores how various teaching methods, namely Phonology-Based Instruction (PBI) and Translation-Based Instruction (TBI), have an effect on students’ acquisition of formulaic sequences. 20 multiword expressions were taught to 48 Vietnamese EFL students from three intact classes as 2 treatment groups (PBI and TBI) and 1 control group. Right after completing the tasks, the three groups were tested on their ability to identify (Form Recognition) and produce (Form and Meaning Recall) the lexical phrases by an immediate post-test. A delayed test was administered two weeks later for better comparsion of their retention. The results showed that PBI and TBI groups significantly outperformed the control one on most of the test levels. Especially, TBI tended to be more effective than PBI in two cases as regards both Repeating and Non-repeating items. It is believed that if the results and the proposed suggestions of this research are taken into consideration, major improvements could occur in language teaching programs, leading to students’ higher vocabulary uptake.
Highlights
Research has shown the relevance of formulaic sequences to second/foreign language learners (Wray, 2002; Schmitt, 2004; Lindstromberg & Boers, 2008a; Wood, 2010)
The paper explores how various teaching methods, namely Phonology-Based Instruction (PBI) and Translation-Based Instruction (TBI), have an effect on students’ acquisition of formulaic sequences. 20 multiword expressions were taught to 48 Vietnamese EFL students from three intact classes as 2 treatment groups (PBI and TBI) and 1 control group
The results showed that PBI and TBI groups significantly outperformed the control one on most of the test levels
Summary
Research has shown the relevance of formulaic sequences (i.e. multiword units that native speakers prefer to use) to second/foreign language learners (Wray, 2002; Schmitt, 2004; Lindstromberg & Boers, 2008a; Wood, 2010). As the ubiquity and importance of these expressions have been acknowledged, there arises a problem of whether L2 learners should be given explicit or incidental vocabulary learning opportunities. According to Craik and Lockhart (1972), the chance that new information will be stored in long-term memory does not depend on the length of time that it is stored in short-term memory but rather on the depth with which it is firstly processed. Smith (1991) suggested that changing the quality of input can stimulate learners’ processing of linguistic material. Teachers’ responsibility is to choose suitable items and equip learners with powerful strategies so that they get the most benefit of what they have learned inside and outside classroom (Lewis, 2000)
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