KaydedilenlerDerginizi ekleyin

Dergiler / ELT Research Journal / 2017 / Cilt: 6 - Sayı: 4

Perceptions of EFL learners towards a ‘word hunting’ experience in oral communication skills course

Burçak YILMAZ YAKIŞIK
Özge DİŞLİ
Sayfa
322–336
Yayın Tarihi
2017-12-30
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

It is also concluded that students gained awareness about the use and the significance of formulaic language and about the effect of lexical practices on their further language studies.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This study aims at investigating language learners’ perceptions regarding the ‘word hunting’ experience through which learners have been exposed to a wide range of authentic resources with formulaic chunks as a requirement for oral communication skills course.
📊
Temel Bulgular & Veri:The collected data were analyzed through content analysis approach on N.Vivo 10.0 The themes that emerged during content analysis were utilized to draw conclusions about students’ attitudes and beliefs.
💡
Sonuç & Katkı:It is also concluded that students gained awareness about the use and the significance of formulaic language and about the effect of lexical practices on their further language studies.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:vocabulary teaching · lexical syllabus · formulaic sequences

Abstract

This study aims at investigating language learners’ perceptions regarding the ‘word hunting’ experience through which learners have been exposed to a wide range of authentic resources with formulaic chunks as a requirement for oral communication skills course. Data were collected through reflection reports before and after the intervention. Participants were selected randomly among the students who took Oral Communication Skills course at the Department of English Language Teaching. The collected data were analyzed through content analysis approach on N.Vivo 10.0 The themes that emerged during content analysis were utilized to draw conclusions about students’ attitudes and beliefs. Findings generally indicate that most of the learners had positive attitudes towards the use of formulaic language and its effect on their speaking skills. It is also concluded that students gained awareness about the use and the significance of formulaic language and about the effect of lexical practices on their further language studies.

🔖

Bu Makaleye Atıf Yap

YAKIŞIK, B. Y., DİŞLİ, Ö. (2017). Perceptions of EFL learners towards a ‘word hunting’ experience in oral communication skills course. ELT Research Journal, Cilt: 6 - Sayı: 4, 322–336. https://ajindex.com/articles/753996

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (9)

  1. Aşık, A., Vural, A. & Akpınar, K. D. (2016). Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners. Journal of Education and Training Studies. 4(3), 87-96.
  2. Creswell, J. W. (2005). Educational research: Planning, conducting and evaluating quantitative and qualitative research (2nd ed.), Upper Saddle River, N.J.: Pearson Merrill Prentice Hall. Kecskes, I. (2000). A cognitive-pragmatic approach to situation-bound utterances. Journal of Pragmatic Studies. 32, 605-625.
  3. Krashen, S.D. (1981). Second language acquisition and second language learning. Oxford, UK: Pergamon Press.
  4. Lewis, M. (1993). The Lexical Approach: The state of ELT and a new way forward. Hove, England, Language Teaching Publications Lewis, M. (1997). "Implementing the lexical approach: Putting theory into practice." Hove, England: Language Teaching Publications. Lewis, M. (2002). Implementing the Lexical Approach: putting theory into practice. Boston: Thomson Publishing. Lewis, M. (2002). The Lexical Approach: the state of ELT a new way forward. Boston: Thomson Publishing. Mondria, J. A. (2003). The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition, 25, 473-499.
  5. Moudraia, O. (2001). Lexical approach to second language teaching. Washington DC: ERIC Clearinghouse on Languages and Linguistics- ERIC digest. Myles, F., Hooper, J. & Mitchell, R. (1998). Rote or Rule? Exploring the Role of Formulaic Language in classroom Foreign language learning. Language Learning 48 (3), 323-363.
  6. Nattinger, J., & DeCarrico, J. (1992). "Lexical phrases and language teaching." Oxford: Oxford University Press.
  7. Pawley, A., & Syder, F. (1983). Two puzzles for linguistic theory: Native-like selection and native-like fluency. In J. Richards & R. Schmidt (Eds.), "Language and communication" (pp.191-226). London: Longman. Ramirez, A.T. (2012). The Lexical approach: collacability, fluency and implications for teaching. S, 18, 237-254.
  8. Scmitt, N. (2008). Review article. Instructed Second Language Vocabulary Learning. Language Teaching Research. 12(3), 329-363.
  9. Scmitt, N. & Carter, R. (2004). Formulaic Sequences in action: An introduction: In Scmitt, N. (ED.) Formulaic Sequences. Amsterdam: John Benjamins. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage publications. Willis, D. (1990). "The lexical syllabus: A new approach to language teaching