The effect of explicit teaching of formulaic language on Turkish English as a foreign language (EFL) learners' writing performance

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buir.advisorOrtaçtepe, Deniz
dc.contributor.authorErgin, Işıl
dc.date.accessioned2016-01-08T18:22:46Z
dc.date.available2016-01-08T18:22:46Z
dc.date.issued2013
dc.descriptionAnkara : The Department of Teaching English as a Foreign Language, Bilkent University, 2013.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2013.en_US
dc.descriptionIncludes bibliographical references leaves 76-81.en_US
dc.description.abstractThis 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 accordinglyen_US
dc.description.provenanceMade available in DSpace on 2016-01-08T18:22:46Z (GMT). No. of bitstreams: 1 0006385.pdf: 711482 bytes, checksum: de96432213756de8a8d6fb582990bd5b (MD5)en
dc.description.statementofresponsibilityErgin, Işılen_US
dc.format.extentxiv, 110 leavesen_US
dc.identifier.urihttp://hdl.handle.net/11693/15668
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectformulaic languageen_US
dc.subjectformulaic language training/treatmenten_US
dc.subjectmulti-word metadiscourse markersen_US
dc.subjectdiscourse markersen_US
dc.subjectimproveen_US
dc.subject.lccPE1068.T8 E74 2013en_US
dc.subject.lcshEnglish language--Study and teaching (Higher)--Turkey.en_US
dc.subject.lcshEnglish language--Study and teaching (Higher)--Turkish speakers.en_US
dc.subject.lcshWriting.en_US
dc.titleThe effect of explicit teaching of formulaic language on Turkish English as a foreign language (EFL) learners' writing performanceen_US
dc.typeThesisen_US
thesis.degree.disciplineTeaching English as a Foreign Language
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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