Browsing by Author "Preiffer, Kyle"

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Open Access
The effect of L1 on L2 formulaic expression production
(2014) Preiffer, Kyle
This study explores whether congruencies in an individual's native language (L1, Turkish) have an effect on the production of formulaic expressions and their respective contexts in that individual's second language (L2, English). The study was carried out with an ENG101 class of 15 students at Bilkent University, Faculty of Academic English. In order to determine the effect of the availability of L1 equivalences on the production of L2 formulaic expressions and their contexts, the participants were given two pre-tests (a Discourse Completion Test and a Writing Prompt) to assess their ability to produce idioms in English and their appropriate contexts. After the pre-tests, the sample participated in two one-hour workshops on the target idioms that related them to their Turkish counterparts in three categories: Category I, word-for-word English translations of the idiom used in Turkish; Category II, conceptually similar English versions of the idiom used in Turkish; and Category III, idioms specific to the English language. After the workshops, the participants were given the same tests as post-tests in order to observe any improvement they might have made due to the treatment. The participants were also given a questionnaire regarding their opinions on the effectiveness of the workshop. The results of the study showed that there was a relatively equal rate of improvement in all three categories of idioms. The one-way ANOVA test conducted confirmed that one category was not easier for the participants than the others to improve on. The participants improved at an equal rate in all categories. However, the starting and ending point was highest in Category II, conceptually similar idioms. These findings suggest that explicit instruction of any category of idioms can promote their production, and the production of their contexts, and that the students generally respond positively to a methodology involving comparisons with their L1. The findings of this study provide insight into the teaching of formulaic language. Teachers and students can benefit from the results of the current study by including target formulaic expressions in their course curricula, and determining the appropriateness or favorability of drawing comparisons to the students' L1 when learning such expressions in L2.