NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1143969
Record Type: Journal
Publication Date: 2017-Jun
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1056-7941
Evaluating the Pedagogic Value of Multi-word Expressions Based on EFL Teachers' and Advanced Learners' Value Judgments
Omidian, Taha; Shahriari, Hesamoddin; Ghonsooly, Behzad
TESOL Journal, v8 n2 p489-511 Jun 2017
Multi-word expressions play an important role in second language acquisition, comprehension, and production. Therefore, there is great need for a list of frequent, useful multi-word expressions in language teaching classrooms. Despite multiple attempts at defining multi-word sequences, researchers and teaching experts are divided over the nature and characteristics of these units and the possible pedagogic value of each type of multi-word expression for particular teaching contexts. Various definitions have been provided based on different criteria used in extracting these phrases and expressions from a corpus. Considering the importance of identifying features that render a multi-word expression useful to language teachers and learners, the present study elicited value judgments from experienced EFL instructors and advanced-level learners regarding items in three notable lists that take into account different criteria and features of multi-word sequences. The researchers asked 100 learners and instructors of English for academic purposes to rate a list of expressions based on how valuable they believed them to be in the teaching/learning process. The researchers also interviewed a number of the participants about the reasons underlying their preferences for particular expressions. The findings reveal a penchant for expressions with a clear form--function mapping and multi-word expressions believed to pose difficulty for learning and teaching.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A