On the Role of Media Input in the Learning of Formulaic Sequences by EFL Learners

TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: [email protected]; Web site: http://www.tesl.ca

Y

18

Phrase Structure; Pretests Posttests; Control Groups; Experimental Groups; Comparative Analysis; Video Technology; Statistical Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Teacher Education Programs; Retention (Psychology); Instructional Effectiveness; Foreign Countries; Figurative Language; Student Attitudes; Interviews

Canada; Turkey (Ankara)

0826-435X

This study examined the role of media on the learning of formulaic sequences (FSs) by advanced English as a Foreign Language (EFL) learners (n = 40) enrolled in an English Language Teaching (ELT) program at a government university in Turkey. The learners were divided into experimental and control groups. The instrument involved clips from two American television series. Over the course of 3 weeks, the learners in the experimental group received training in 30 FSs through watching the video clips. The control group learned the FSs through training only. In order to determine the extent to which learners learned and retained the FSs, the learners in both groups were given both a posttest and a delayed posttest. Independent-samples t-tests were conducted to compare the two groups with respect to the learning and retention of FSs. The results showed that the experimental group had significantly higher rates of retention of FSs. Several pedagogical considerations regarding the teaching of FSs to English as a second language (ESL) and EFL learners are discussed.

As Provided

41

2018

EJ1174053