Browsing by Subject "improve"

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Open Access
The effect of explicit teaching of formulaic language on Turkish English as a foreign language (EFL) learners' writing performance
(2013) Ergin, Işıl
This study investigates the effect of explicit teaching of formulaic language on Turkish English as a Foreign Language (EFL) learners’ use of formulaic language and overall writing performance. The study was carried out with 31 Upper Intermediate level EFL learners at Bülent Ecevit University, Foreign Languages Compulsory Preparatory School. In order to examine the effect of formulaic language instruction, two treatment classes were formed for the study. Before the treatment, all students in each treatment class were administered a pre-test to determine their use of formulaic language and overall writing performance. After the pre-test, all students received a four-week formulaic language training. At the end of this period, the students were given the same test as the post-test to see if the training had any effect on their formulaic language use and writing performance. The results of the content analysis conducted by counting the number of multi-word metadiscourse markers used accurately or inaccurately in the pre and the post-test revealed that the number of discourse markers the students used accurately in the post-test has increased to a great extent. The data gained through the comparison of the pre and post-test scores of the students through Wilcoxon Signed Ranks test also indicated that there was a statistically significant difference in their writing performance after the training. These findings suggest that formulaic language training has been effective in improving the students’ formulaic language use and overall writing performance. In light of the findings, the study provides insights into the future teaching practices in regards to formulaic language. All stakeholders such as administrators, instructors, material designers, and curriculum developers can benefit from the results of the present study to develop materials, create syllabi, shape curricula, and conduct classes accordingly
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.