Investigating Formulaic Sequences in English Writing by an L2 Learner: A Longitudinal Case Study
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Formulaic sequences (FSs) are widely used in English writing and fulfill important functions in written texts. Previous research has revealed that second language (L2) learners have problems in using FSs. However, very few studies investigated how FSs were acquired. To this end, the present study, lasting an academic year, followed a freshman in a Chinese university to explore the acquisition process of FSs in his English writings. A total of 14 essays were collected, all of which were analyzed on the development of FSs use and their appropriateness. A panel of three judges took part in identifying the FSs. Seven interviews were conducted to identify the participant’s acquisition source of FSs. Findings show that (1) the frequency and diversity of FSs used during this period increased steadily. (2) The participant applied the FSs more appropriately and more confidently. (3) The improvements mainly benefited from in-class and extracurricular reading. Nevertheless, the participant tended to overuse a limited range of FSs. The research provides a reference for college English teaching, especially for teaching English writing in an L2 context.
Abstract
Formulaic sequences (FSs) are widely used in English writing and fulfill important functions in written texts. Previous research has revealed that second language (L2) learners have problems in using FSs. However, very few studies investigated how FSs were acquired. To this end, the present study, lasting an academic year, followed a freshman in a Chinese university to explore the acquisition process of FSs in his English writings. A total of 14 essays were collected, all of which were analyzed on the development of FSs use and their appropriateness. A panel of three judges took part in identifying the FSs. Seven interviews were conducted to identify the participant’s acquisition source of FSs. Findings show that (1) the frequency and diversity of FSs used during this period increased steadily. (2) The participant applied the FSs more appropriately and more confidently. (3) The improvements mainly benefited from in-class and extracurricular reading. Nevertheless, the participant tended to overuse a limited range of FSs. The research provides a reference for college English teaching, especially for teaching English writing in an L2 context.
참고문헌 (44)
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