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dc.contributor.authorPfeiffer, K.en_US
dc.contributor.authorOrtaçtepe, D.en_US
dc.contributor.authorCorlu, S.en_US
dc.date.accessioned2019-02-13T08:17:11Z
dc.date.available2019-02-13T08:17:11Z
dc.date.issued2016en_US
dc.identifier.issn2146-1732
dc.identifier.urihttp://hdl.handle.net/11693/49388
dc.description.abstractThis study explores whether formulaic expressions congruent to the ones in an individual's native language (L1) have an effect on the production those expressions and their respective contexts in that individual's second language (L2). Fifteen EFL students were given a pre- and post-Discourse Completion Test and a Writing Prompt to assess their improvement in producing English idioms and their contexts after a workshop that focused on idioms of varying similarity to the participants' L1: Category I, word-for-word translations of the idiom used in L1; Category II, conceptually similar versions of the idiom used in L1; and Category III, idioms specific to the L2. The results of the study suggest that explicit instruction and comparison of any category of idioms can promote its production, but also that EFL learners are more comfortable working with Category II idioms.en_US
dc.language.isoEnglishen_US
dc.source.titleThe Journal of Language Teaching and Learningen_US
dc.subjectFormulaic languageen_US
dc.subjectIdiomsen_US
dc.subjectExplicit instructionen_US
dc.subjectForeign language teachingen_US
dc.titleThe effect of L1 on the production of L2 formulaic expressionsen_US
dc.typeArticleen_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage35en_US
dc.citation.epage48en_US
dc.citation.volumeNumber6en_US
dc.citation.issueNumber1en_US
dc.publisherTurkish Association of Applied Linguisticsen_US


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