1 20 2 https://bibliotecadelenguas.uncoma.edu.ar/files/original/2629e880539d4c71e3b33dad09740890.pdf 6aab1eacde91299d207487d36621c431 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Actas y presentaciones en eventos científicos Description An account of the resource Presentaciones en congresos, conferencias, jornadas y otros eventos científicos en los que ha participado el personal docente de la Facultad de Lenguas Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Proyecto Datos del proyecto en el cual se enmarca el recurso (Código y Nombre) J040 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource They Picked Up the Tune— and the Chunks, too!: Analysing FS Learning Gains from a song in EFL Primary Learners’ Spontaneous Production Creator An entity primarily responsible for making the resource Fernández, Gabriela Valls, Carla Abstract A summary of the resource. Research studies indicate that approximately 50% of spoken and written discourse is formulaic (Erman & Warren, 2000 as cited in Hatami, 2015). Following Siyanova-Chanturia & Pellicer-Sánchez,  formulaic language can be defined as “strings of letters, words, sounds, or other elements” (2019, p. 5) which can be identified on the basis of some distinctive features. The most prominent characteristics are their frequency, familiarity, relative fixedness, predictability, and pragmatic function, which have been reported to have a direct impact on learners’ acquisition, processing, and use of FSs (Siyanova-Chanturia & Pellicer-Sánchez, 2019). As part of formulaic language, we can find formulaic sequences (FSs) which, according to Lewis (1997) (as cited in Thornbury, 2019), include collocations, fixed expressions, formulaic utterances, sentence starters, verb patterns, idioms, catchphrases, and other formulas or pre-fabricated patterns. As far as the advantages are concerned, mastering a wide repertoire of FSs helps learners attain receptive and productive fluency and therefore, achieve higher levels of language proficiency (Thornbury, 2019; Lindstromberg & Boers, 2008). However, due to  a traditional single-word instruction, restricted contact with the target language, and a probable interference of their mother tongue (Durrant & Schmitt, 2009; Laufer & Waldman, 2011; Li & Schmitt, 2010; Nguyen & Webb, 2017), EFL learners often miss the opportunity to profit from the advantageous benefits mentioned before. It stands to reason, then, that an explicit approach to teaching and learning FSs should be prioritised in the EFL classroom. Although considerable research into FS learning and teaching has been focused mostly on adult learners with some degree of proficiency in English (El-Dakhs, 2017; Peters & Pauwels, 2014), less emphasis has been placed on how young learners with a basic command of English learn and can be taught FSs. What is more, several interventions have been designed to measure the effectiveness of controlled, decontextualised activities, such as multiple-choice, blank-filling, and matching exercises with a focus on FSs (Boers et al., 2014; Boers et al., 2017; Stengers et al., 2015), but little research has been devoted to exploring the impact of creative tasks on learners’ spontaneous use of FSs. In this context, the aim of this presentation is to show the results of a creative task carried out by a group of primary school Argentinian learners with a basic level of English (A1 in the CEFR). These learners were required to use as many target FSs from the song “Remember me” (Anderson-Lopez & Lopez, 2017) as possible to compose a new stanza for the selected song as the last step of a sequence of activities implemented within a larger research study into the teaching and learning of FSs. Likewise, the criteria adopted and research decisions taken to examine the target and non-target FSs produced by these learners will be shared with attendees. Last but not least, some relevant teaching implications will be presented on the basis of the findings gathered. Description An account of the resource Research studies indicate that approximately 50% of spoken and written discourse is formulaic (Erman & Warren, 2000 as cited in Hatami, 2015). Following Siyanova-Chanturia & Pellicer-Sánchez,  formulaic language can be defined as “strings of letters, words, sounds, or other elements” (2019, p. 5) which can be identified on the basis of some distinctive features. The most prominent characteristics are their frequency, familiarity, relative fixedness, predictability, and pragmatic function, which have been reported to have a direct impact on learners’ acquisition, processing, and use of FSs (Siyanova-Chanturia & Pellicer-Sánchez, 2019). As part of formulaic language, we can find formulaic sequences (FSs) which, according to Lewis (1997) (as cited in Thornbury, 2019), include collocations, fixed expressions, formulaic utterances, sentence starters, verb patterns, idioms, catchphrases, and other formulas or pre-fabricated patterns. As far as the advantages are concerned, mastering a wide repertoire of FSs helps learners attain receptive and productive fluency and therefore, achieve higher levels of language proficiency (Thornbury, 2019; Lindstromberg & Boers, 2008). However, due to  a traditional single-word instruction, restricted contact with the target language, and a probable interference of their mother tongue (Durrant & Schmitt, 2009; Laufer & Waldman, 2011; Li & Schmitt, 2010; Nguyen & Webb, 2017), EFL learners often miss the opportunity to profit from the advantageous benefits mentioned before. It stands to reason, then, that an explicit approach to teaching and learning FSs should be prioritised in the EFL classroom. Although considerable research into FS learning and teaching has been focused mostly on adult learners with some degree of proficiency in English (El-Dakhs, 2017; Peters & Pauwels, 2014), less emphasis has been placed on how young learners with a basic command of English learn and can be taught FSs. What is more, several interventions have been designed to measure the effectiveness of controlled, decontextualised activities, such as multiple-choice, blank-filling, and matching exercises with a focus on FSs (Boers et al., 2014; Boers et al., 2017; Stengers et al., 2015), but little research has been devoted to exploring the impact of creative tasks on learners’ spontaneous use of FSs. In this context, the aim of this presentation is to show the results of a creative task carried out by a group of primary school Argentinian learners with a basic level of English (A1 in the CEFR). These learners were required to use as many target FSs from the song “Remember me” (Anderson-Lopez & Lopez, 2017) as possible to compose a new stanza for the selected song as the last step of a sequence of activities implemented within a larger research study into the teaching and learning of FSs. Likewise, the criteria adopted and research decisions taken to examine the target and non-target FSs produced by these learners will be shared with attendees. Last but not least, some relevant teaching implications will be presented on the basis of the findings gathered. Publisher An entity responsible for making the resource available Universidad Nacional del Comahue. Facultad de Lenguas Date A point or period of time associated with an event in the lifecycle of the resource 2026 Subject The topic of the resource lingüística Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Fernández, Gabriela y Valls, Carla. (2026). They Picked Up the Tune— and the Chunks, too!: Analysing FS Learning Gains from a song in EFL Primary Learners’ Spontaneous Production [ponencia]. I Convención Internacional de la Facultad de Lenguas de la Universidad Nacional del Comahue: FadeLCon. General Roca, R.N. Argentina.  Source A related resource from which the described resource is derived I Convención Internacional de la Facultad de Lenguas de la Universidad Nacional del Comahue: FadeLCon. General Roca, R.N. Argentina. Language A language of the resource español Type The nature or genre of the resource documento de conferencia Identifier An unambiguous reference to the resource within a given context <a href="https://bibliotecadelenguas.uncoma.edu.ar/items/show/1360">https://bibliotecadelenguas.uncoma.edu.ar/items/show/1360</a><a href="https://bibliotecadelenguas.uncoma.edu.ar/items/show/1359"></a> Format The file format, physical medium, or dimensions of the resource pdf License A legal document giving official permission to do something with the resource. CC-BY-NC-SA adquisición de vocabulario canciones enseñanza de idiomas escuelas primarias formulaic sequences inglés como lengua extranjera J040 primary school learners secuencias formulaicas vocabulary acquisition young learners https://bibliotecadelenguas.uncoma.edu.ar/files/original/60d57bd410d80f10ad505f3ecb76d176.pdf f2be292dd5eec6810de90a2973b69fce Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Actas y presentaciones en eventos científicos Description An account of the resource Presentaciones en congresos, conferencias, jornadas y otros eventos científicos en los que ha participado el personal docente de la Facultad de Lenguas Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource There’s strength in numbers: evidence of formulaic sequence acquisition of English in primary school students’ written production Creator An entity primarily responsible for making the resource Verdú, María Angélica Fernández Ferrari, Nadia Valls, Lucía Soledad Abstract A summary of the resource. Recent studies of vocabulary acquisition have focused on phrases or formulaic sequences (FSs), instead of individual words (Wray, 2002). These frequent strings, which are recognised as a unit of meaning and have a specific communicative function, are typically shared by a community of speakers. (Siyanova-Chanturia y Pellicer-Sanchez, 2019, p. 5). Researchers such as Alhassan & Wood (2015), Boers et al. (2017), Pellicer-Sánchez (2017) and Webb & Kagimoto (2009, 2011) have gauged the acquisition of FSs in university learners through delayed post-tests, but only at higher levels of proficiency. This proposal presents the results of a quasi-experimental pre/post-test design study through a comparison of the FS acquisition of three groups of primary school learners (n 52) of an A1 level of proficiency (Common European Framework of Reference for Languages). In this presentation, we analyse data from two courses of 7th graders (n 30) that belong to Escuela Primaria Intercultural de Jornada Extendida y el Jardín Anexo N° 155 “Andrés Bustelo”, and one course of 4th graders who attend Nuevo Siglo School (n 22). Both teachers implemented, throughout a school year, two units focused on the explicit instruction of 12 FSs designed by Research Team XXX, based on the song “Remember me” (Pascual, 2017) and the legend “Why fox is red” (Van Laan, 1995). The research design included a recognition pretest adapted from the Vocabulary Knowledge Scale (VKS; Paribakht & Wesche, 1996) to measure previous knowledge and two immediate posttests to test learners’ receptive and productive knowledge of FS form and meaning after teachers had finished instruction for each unit and one integrative delayed post-test that examined FS productive knowledge (meaning and form) and long term meaning recognition. For all courses, results show sustained learning gains of productive FS knowledge in each immediate posttest. In the delayed posttest, performance declines but is still higher than in the pre-test. This seems to indicate that, in the context of this sample, and even despite attrition, explicit instruction based on a song and a legend positively impacts these primary school students’ FS acquisition. Estudios recientes sobre la adquisición de vocabulario se han centrado en frases o secuencias formulaicas (SSFF), en lugar de palabras individuales (Wray, 2002). Estas cadenas frecuentes, que se reconocen como una unidad de significado y cumplen una función comunicativa específica, suelen ser compartidas por una comunidad de hablantes (Siyanova-Chanturia y Pellicer-Sánchez, 2019, p. 5). Investigadores como Alhassan y Wood (2015), Boers et al. (2017), Pellicer-Sánchez (2017) y Webb y Kagimoto (2009, 2011) han evaluado la adquisición de SSFF en estudiantes universitarios mediante postests diferidos, aunque únicamente en niveles más altos de competencia. La presente propuesta expone los resultados de un estudio con diseño cuasi-experimental de pretest/postest, a través de la comparación de la adquisición de SSFF en tres grupos de estudiantes de escuela primaria (n 52) con un nivel A1 de competencia (Marco Común Europeo de Referencia para las Lenguas). En esta presentación, se analizan datos de dos cursos de 7º grado (n 30) pertenecientes a la Escuela Primaria Intercultural de Jornada Extendida y el Jardín Anexo N.º 155 “Andrés Bustelo”, y un curso de 4º grado que asiste al Instituto Nuevo Siglo (n 22). Las docentes de los cursos implementaron, a lo largo de un ciclo lectivo, dos unidades centradas en la enseñanza explícita de 12 SSFF diseñadas por el Equipo de Investigación XXX, basadas en la canción “Remember me” (Pascual, 2017) y la leyenda “Why Fox Is Red” (Van Laan, 1995). El diseño de investigación incluyó un pretest de reconocimiento adaptado de la Prueba de Conocimiento de Vocabulario (VKS: Vocabulary Knowledge Test; Paribakht & Wesche, 1996) para medir el conocimiento previo, dos postests inmediatos para evaluar el conocimiento receptivo y productivo de la forma y el significado de las SSFF una vez finalizada la enseñanza de cada unidad, y un postest diferido que examinó el conocimiento productivo de dichas secuencias (forma y significado) y el reconocimiento del significado a largo plazo. En todos los cursos, los resultados muestran ganancias sostenidas en el conocimiento productivo de las SSFF en cada postest inmediato. En el postest diferido, el rendimiento disminuye, pero se mantiene por encima de los niveles del pretest. Esto parece indicar que, en el contexto de esta muestra, e incluso pese a la pérdida de aprendizaje, la enseñanza explícita basada en una canción y una leyenda tiene un impacto positivo en la adquisición de SSFF en estudiantes de nivel primario. Description An account of the resource Recent studies of vocabulary acquisition have focused on phrases or formulaic sequences (FSs), instead of individual words (Wray, 2002). These frequent strings, which are recognised as a unit of meaning and have a specific communicative function, are typically shared by a community of speakers. (Siyanova-Chanturia y Pellicer-Sanchez, 2019, p. 5). Researchers such as Alhassan & Wood (2015), Boers et al. (2017), Pellicer-Sánchez (2017) and Webb & Kagimoto (2009, 2011) have gauged the acquisition of FSs in university learners through delayed post-tests, but only at higher levels of proficiency. This proposal presents the results of a quasi-experimental pre/post-test design study through a comparison of the FS acquisition of three groups of primary school learners (n 52) of an A1 level of proficiency (Common European Framework of Reference for Languages). In this presentation, we analyse data from two courses of 7th graders (n 30) that belong to Escuela Primaria Intercultural de Jornada Extendida y el Jardín Anexo N° 155 “Andrés Bustelo”, and one course of 4th graders who attend Nuevo Siglo School (n 22). Both teachers implemented, throughout a school year, two units focused on the explicit instruction of 12 FSs designed by Research Team XXX, based on the song “Remember me” (Pascual, 2017) and the legend “Why fox is red” (Van Laan, 1995). The research design included a recognition pretest adapted from the Vocabulary Knowledge Scale (VKS; Paribakht & Wesche, 1996) to measure previous knowledge and two immediate posttests to test learners’ receptive and productive knowledge of FS form and meaning after teachers had finished instruction for each unit and one integrative delayed post-test that examined FS productive knowledge (meaning and form) and long term meaning recognition. For all courses, results show sustained learning gains of productive FS knowledge in each immediate posttest. In the delayed posttest, performance declines but is still higher than in the pre-test. This seems to indicate that, in the context of this sample, and even despite attrition, explicit instruction based on a song and a legend positively impacts these primary school students’ FS acquisition. Publisher An entity responsible for making the resource available Universidad Nacional del Comahue. Facultad de Lenguas Date A point or period of time associated with an event in the lifecycle of the resource 2026 Subject The topic of the resource lingüística Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Verdú, A., Fernández Ferrari, N. y Valls, L. (2026, 7 al 9 de octubre). There’s strength in numbers: evidence of formulaic sequence acquisition of English in primary school students’ written production [ponencia]. I Convención Internacional de la Facultad de Lenguas de la Universidad Nacional del Comahue: FadeLCon. General Roca, R.N. Argentina.  Source A related resource from which the described resource is derived I Convención Internacional de la Facultad de Lenguas de la Universidad Nacional del Comahue: FadeLCon. General Roca, R.N. Argentina. Language A language of the resource español Type The nature or genre of the resource documento de conferencia Format The file format, physical medium, or dimensions of the resource pdf License A legal document giving official permission to do something with the resource. CC-BY-NC-SA Identifier An unambiguous reference to the resource within a given context <a href="https://bibliotecadelenguas.uncoma.edu.ar/items/show/1359">https://bibliotecadelenguas.uncoma.edu.ar/items/show/1359</a> adquisición de vocabulario enseñanza de idiomas escritura escuelas primarias explicit instruction formulaic sequences inglés como lengua extranjera J040 primary school learners secuencias formulaicas vocabulary acquisition young learners