Acquisition of Formulaic Sequences: Explicit and Implicit Learning Through the Animated Movie, Beauty and the Beast
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This study aims to introduce the technical term ‘formulaic sequences’ (FSs) and suggest some explicit and implicit activities for learning these types of sequences. FSs consist of several words but are treated as a single meaningful word. They are recognized and remembered as whole chunks due to their strong word cohesion. For the process of efficient FSs acquisition, this study introduces six explicit and implicit learning activities using the animated movie Beauty and the Beast (Trousdale & Wise, 1991): (1) If you were…, (2) contradiction, (3) comparison, (4) charactonym, (5) using a song, and (6) drawing a diagram. The first three were used as explicit activities while the latter three as implicit activities. For research purposes, two tests and a questionnaire were conducted to investigate preferences related to a variety of explicit and implicit activities. The test results indicated that using explicit and implicit activities had a positive effect on FSs acquisition. Meanwhile, the questionnaire results showed that learners displayed preferences in the order of ‘comparison,’ ‘using a song,’ ‘contradiction,’ ‘charactonym,’ ‘If you were…,’ and ‘drawing a diagram.’ Moreover, the study found that learners prefer explicit rather than implicit ways of learning FSs when using a movie.
Abstract
This study aims to introduce the technical term ‘formulaic sequences’ (FSs) and suggest some explicit and implicit activities for learning these types of sequences. FSs consist of several words but are treated as a single meaningful word. They are recognized and remembered as whole chunks due to their strong word cohesion. For the process of efficient FSs acquisition, this study introduces six explicit and implicit learning activities using the animated movie Beauty and the Beast (Trousdale & Wise, 1991): (1) If you were…, (2) contradiction, (3) comparison, (4) charactonym, (5) using a song, and (6) drawing a diagram. The first three were used as explicit activities while the latter three as implicit activities. For research purposes, two tests and a questionnaire were conducted to investigate preferences related to a variety of explicit and implicit activities. The test results indicated that using explicit and implicit activities had a positive effect on FSs acquisition. Meanwhile, the questionnaire results showed that learners displayed preferences in the order of ‘comparison,’ ‘using a song,’ ‘contradiction,’ ‘charactonym,’ ‘If you were…,’ and ‘drawing a diagram.’ Moreover, the study found that learners prefer explicit rather than implicit ways of learning FSs when using a movie.
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