خلاصة:
Formulaic sequences (FSs) are among the most commonly discussed and well-documented effective factors in oral fluency both in L1 and L2. The present study aims to investigate the effect of teaching a set of 140 FSs on Iranian EFL learners' oral fluency. The relationship between the use of FSs and different measures of oral fluency is also studied empirically. Forty-eight intermediate EFL learners took part in the study. The participants were randomly assigned into two experimental groups and one control group. One of the experimental groups was taught the FSs with spaced retrievals. The other experimental group was also taught the FSs but with non-spaced retrievals. The control group was taught no FSs. The posttest was conducted one week after the treatment. Multivariate analysis of variance (MANOVA) and other statistical procedures were used for analyzing the data. The results indicated that spaced productive retrieval of the FSs after their explicit and holistic teaching, helped the learners to have longer mean length of runs. The present findings have important implications for solving students' problems in speaking the second language. Therefore, the significance of spaced retrieval of FSs in language teaching and learning should not be neglected.
ملخص الجهاز:
g. , Underwood, Schmitt, and Galpin, 2004), Idiomaticity (Wray, 1999), and Connectionism (Ellis, 1998), FSs are among the most commonly discussed and well-documented effective factors in oral fluency both in L1 and L2, few studies have focused on effective methods of teaching such formulas.
Research Questions Given what has been presented above, this study aims to investigate the effect of teaching FSs through spaced retrievals and non-spaced retrievals on learners' oral fluency and consequently on adding the FSs to the participants' linguistic repertoire.
The independent variable in this study was the teaching method of the FSs. Participants' performance in the posttest including speech rate (SR), mean length of pause (MLP), and mean length of run (MLR) were the three dependent variables.
The main aim of the present study was to investigate the effect of spaced retrieval of the FSs, after explicit instruction, on learners' oral fluency.
There was no significant difference between Group B and C, indicating that without spaced retrieval explicit teaching of the FSs will not result in adding these formulas to the participants' linguistic repertoire.
In the present study, an explicit and holistic instruction along with further spaced or non-spaced retrievals was conducted to find out an effective way of teaching the FSs. The results of the ANOVA measures of the number of FS use revealed that in the pretest, like fluency measures, there was not a significant difference between the control and the experimental groups.