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| The Journal of Asia TEFL |
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  Current Issue |
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Go List
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| Volume 21 Number 2, Spring 2024, Pages 270-519 |
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Which Formulaic Sequences to Teach in EFL Classrooms?: Different Types of Lexical Phrases and Their Impact on Perceived Oral Fluency
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Yoko Asari
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The use of formulaic sequences (FSs) is reported to be an important factor in oral production as it helps speakers come across as fluent. Many studies have looked at the impact of FSs on fluency from a quantitative angle. Such studies focus upon the impact of the frequency of FSs upon fluency. However, less attention has been paid to the qualitative question of which kinds of FSs have particular salience in speaker fluency. In this study, I focus on a sub-category of FS called lexical phrases and report on how some of these have a greater effect on fluency than others. Data were collected from 34 EFL university students in Japan. Every week for five weeks they were asked to read a short passage and summarize it orally. They were also given a lecture on how they could use lexical phrases to improve their summaries. The results showed that it was the use of certain types of lexical phrases such as logical connectors and fluency devices in the form of sentence builders that were most salient in contributing to fluency. The study highlights the importance of teaching certain lexical phrases that contribute most to fluency in FL classrooms.
Keywords: awareness raising, formulaic sequences, lexical phrases, perceived fluency, speaking skills |
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The Journal of Asia TEFL
