Effect of Sociocultural Norm-Focused Instruction on the Use of Formulaic Language in L2 Oral Production

• In Event: Instruction and Language Learning

Abstract

This study attempts to proposes and evaluates the effectiveness of sociocultural norm-based instruction on the acquisition of formulaic language of 65 Vietnamese learners of English as a foreign language over a 15-week course. The two treatment groups receiving the norm-focused and meaning-focused instruction were compared, with a control group receiving the form-focused instruction. Our data involved including written pre-tests, post-tests, and dialogic role-plays. The results revealed that there was a positive change in the students’ formulaic use in all five categories in both treatment groups. We recognized the positive metapragmatic and intercultural awareness of formulaic language used in the post-tests, coupled with in using fewer odd structures and producing more contextual appropriate tokens. Implications for English language teaching are presented.

Authors

• Hanh Truong My Dinh, University at Albany - SUNY

• Ngoc Tung Vu