NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1174073
Record Type: Journal
Publication Date: 2017
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0826-435X
Teaching Formulaic Sequences in an English-Language Class: The Effects of Explicit Instruction versus Coursebook Instruction
Le-Thi, Duyen; Rodgers, Michael P. H.; Pellicer-Sánchez, Ana
TESL Canada Journal, v34 n3 p111-139 2017
This study investigates the relative effectiveness of different teaching approaches on the learning of formulaic sequences. Three comparisons were made in this study: the effects of explicit teaching of formulaic sequences versus teaching embedded in traditional coursebook instruction, the effects of the degree of salience of the sequences in the coursebook on learning, and the effects of explicit teaching of formulaic sequences with context versus teaching without context. Sixty-nine formulaic sequences occurring in an English as a Foreign Language (EFL) coursebook were selected for the study. The participants were 60 low-proficiency university students majoring in technology in Vietnam. Participants were quasi-randomly assigned to one of three groups: control, no-context learning, and sentence-context learning. Learning was measured by two multiple-choice tests of receptive knowledge of form and meaning. Findings indicated that although explicit instruction was effective, the degree of salience in traditional coursebook instruction had no significant effects on learning formulaic sequences. Explicit teaching combined with incidental exposure to formulaic sequences in the coursebook was superior to the traditional coursebook instruction approach in the classroom setting. Furthermore, the results from explicit instruction with context sentences did not differ significantly from those of instruction without context. Explanations for the findings and pedagogical applications are offered.
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam
Grant or Contract Numbers: N/A