Dictogloss steals the show? Productive use of formulaic sequences by advanced learners

Formulaic sequences in native and non-native argumentative writing in German

International Journal of Corpus Linguistics ◽

10.1075/ijcl.20.4.04jaw ◽

2015 ◽

Vol 20 (4) ◽

pp. 500-525 ◽

Cited By ~ 2

Author(s):

Sylvia Jaworska ◽

Cedric Krummes ◽

Astrid Ensslin

Keyword(s):

Native Speakers ◽

Native Speaker ◽

Argumentative Writing ◽

Formulaic Language ◽

Formulaic Sequences ◽

Advanced Learners ◽

Learner Corpus ◽

Argumentative Essays

The aim of this paper is to contribute to learner corpus research into formulaic language in native and non-native German. To this effect, a corpus of argumentative essays written by advanced British students of German (WHiG) was compared with a corpus of argumentative essays written by German native speakers (Falko-L1). A corpus-driven analysis reveals a larger number of 3-grams in WHiG than in Falko-L1, which suggests that British advanced learners of German are more likely to use formulaic language in argumentative writing than their native-speaker counterparts. Secondly, by classifying the formulaic sequences according to their functions, this study finds that native speakers of German prefer discourse-structuring devices to stance expressions, whilst British advanced learners display the opposite preferences. Thirdly, the results show that learners of German make greater use of macro-discourse-structuring devices and cautious language, whereas native speakers favour micro-discourse structuring devices and tend to use more direct language.

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Effects of pushed production of single words and multiword patterns on L2 oral fluency: Some evidence from temporal measurements

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2015-9991 ◽

2019 ◽

Vol 57 (2) ◽

pp. 147-179

Author(s):

Hang Chan

Keyword(s):

Native Speaker ◽

Applied Linguistics ◽

Formulaic Sequences ◽

Advanced Learners ◽

Oral Fluency ◽

Avant Garde

AbstractThe contribution of formulaic sequences (FSs) to native speaker fluency is uncontroversial, but their contribution to L2 fluency is often assumed. These units package both meaning and form in an entire unit and facilitatebothconceptualization and formulation of speech. These are the ‘fluency assumptions’ of these FSs. This study asks if the ‘fluency assumptions’ of FSs can be imitated in classroom settings by pushing learners to use common multiword (MW) patterns to achieve a kind of ‘instruction-enhanced L2 fluency’. It also compares the outcome with the teaching of single words (SWs). Learners’ (a) temporal fluency and (b) fluency at the levels of conceptualizing and formulating speech were assessed. Towell, R., R. Hawkins & N. Bazergui. 1996. The development of fluency in advanced learners of French.Applied Linguistics17 (1). 84–119, avant-garde approach to analyzing fluency was drawn on in the discussion of the results. Broadly, instructing MW patterns and SWs sped up formulation processes but made demands on speech conceptualization, and there existed other subtle differences.

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