1 20 1 https://bibliotecadelenguas.uncoma.edu.ar/files/original/7c68b54f56d842b94bd4e2305c5fa823.pdf 4a5758de6229cfea5346fb6ba7dfd8d0 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 Artículos en revistas académicas Description An account of the resource Artículos de docentes/investigadores de la Facultad de Lenguas publicados en revistas científicas 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 Dictogloss steals the show? Productive use of formulaic sequences by advanced learners Creator An entity primarily responsible for making the resource Zinkgräf, Magdalena Verdú, María Angélica Abstract A summary of the resource. ABSTRACT Corpus studies into the nature of language and the interrelationship between grammar and lexis have highlighted the pervasiveness of recurrent strings of words essential to the construction of meaning which Wray [2002: 9] has named “formulaic sequences” (FS). Research by Boers et al [2006], Eyckmans [2007], Stengers [2009] and Wray & Fitzpatrick [2008] suggests that good command of these phrases in the foreign language (FL), of their typical occurrence and of their use restrictions contributes to learners’ fluency, and is taken as evidence of a high level of proficiency. Boers & Lindstromberg [2012] argue that explicit FS instruction accompanied by awareness-raising tasks yield significant learning gains, especially in FL contexts. As a pushed-output procedure, Wajnryb’s dictogloss technique [1990] has recently been adapted in FS-focused instruction studies like those of Janssens [2016] and Lindstromberg, Eyckmans & Connabeer [2016]. In similar fashion, we designed an experimental study for the teaching of nine pedagogically relevant sequences with Spanish-L1 EFL university learners. Two types of treatment were implemented with a focus on the target FSs’ meanings, forms and uses with two naturally-occurring learner groups (Group 1, N=13, and Group 2, N=17), whose performance was compared to that of a control group (N=7). Group 1 completed a set of Focus-on-Form activities [Doughty & Williams 1998], while Group 2 carried out two sessions of FS-oriented dictogloss. Results show that learners in Group 2 produced 40 instances of the target FS in five essay-writing tasks at different stages of the study and as late as a month and a half post intervention. By contrast, Group 1 produced 23 instances of seven target FSs across three essay writing tasks, six weeks after treatment. These findings indicate that dictogloss seems to reinforce advanced students’ familiarization with target FS in context, and FS memory retention over time. Based on the descriptive analysis of uncued target FSs produced by learners in their written production tasks, the possible contributions of dictogloss to long-term FS acquisition are discussed. Description An account of the resource Corpus studies into the nature of language and the interrelationship between grammar and lexis have highlighted the pervasiveness of recurrent strings of words essential to the construction of meaning which Wray [2002: 9] has named “formulaic sequences” (FS). Research by Boers et al [2006], Eyckmans [2007], Stengers [2009] and Wray & Fitzpatrick [2008] suggests that good command of these phrases in the foreign language (FL), of their typical occurrence and of their use restrictions contributes to learners’ fluency, and is taken as evidence of a high level of proficiency. Boers & Lindstromberg [2012] argue that explicit FS instruction accompanied by awareness-raising tasks yield significant learning gains, especially in FL contexts. As a pushed-output procedure, Wajnryb’s dictogloss technique [1990] has recently been adapted in FS-focused instruction studies like those of Janssens [2016] and Lindstromberg, Eyckmans & Connabeer [2016]. In similar fashion, we designed an experimental study for the teaching of nine pedagogically relevant sequences with Spanish-L1 EFL university learners. Two types of treatment were implemented with a focus on the target FSs’ meanings, forms and uses with two naturally-occurring learner groups (Group 1, N=13, and Group 2, N=17), whose performance was compared to that of a control group (N=7). Group 1 completed a set of Focus-on-Form activities [Doughty & Williams 1998], while Group 2 carried out two sessions of FS-oriented dictogloss. Results show that learners in Group 2 produced 40 instances of the target FS in five essay-writing tasks at different stages of the study and as late as a month and a half post intervention. By contrast, Group 1 produced 23 instances of seven target FSs across three essay writing tasks, six weeks after treatment. These findings indicate that dictogloss seems to reinforce advanced students’ familiarization with target FS in context, and FS memory retention over time. Based on the descriptive analysis of uncued target FSs produced by learners in their written production tasks, the possible contributions of dictogloss to long-term FS acquisition are discussed. Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. <div class="csl-bib-body"> <div class="csl-entry">Zinkgraf, M., & Verdú, M. A. (2021). Dictogloss steals the show? Productive use of formulaic sequences by advanced learners. Lexis. Journal in English Lexicology, 18, Article 18. <a href="https://doi.org/10.4000/lexis.6079">https://doi.org/10.4000/lexis.6079</a></div> <span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=info%3Adoi%2F10.4000%2Flexis.6079&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Dictogloss%20steals%20the%20show%3F%20Productive%20use%20of%20formulaic%20sequences%20by%20advanced%20learners&rft.jtitle=Lexis.%20Journal%20in%20English%20Lexicology&rft.issue=18&rft.aufirst=Magdalena&rft.aulast=Zinkgraf&rft.au=Magdalena%20Zinkgraf&rft.au=Mar%C3%ADa%20Ang%C3%A9lica%20Verd%C3%BA&rft.date=2021-12-18&rft.issn=1951-6215&rft.language=en"></div> Publisher An entity responsible for making the resource available Université Jean Moulin - Lyon 3 Source A related resource from which the described resource is derived Lexis. Journal in English Lexicology, 18, Article 18. <a href="https://doi.org/10.4000/lexis.6079">https://doi.org/10.4000/lexis.6079</a> Subject The topic of the resource lingüística Linguistics Date A point or period of time associated with an event in the lifecycle of the resource 2021 Language A language of the resource eng Type The nature or genre of the resource artículo Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.4000/lexis.6079">https://doi.org/10.4000/lexis.6079</a> <a href="https://bibliotecadelenguas.uncoma.edu.ar/items/show/609">https://bibliotecadelenguas.uncoma.edu.ar/items/show/609</a> Format The file format, physical medium, or dimensions of the resource html pdf License A legal document giving official permission to do something with the resource. CC BY-NC-ND (Atribución - No comercial - Sin Obra Derivada) advanced university learners dictogloss EFL vocabulary acquisition enseñanza de lenguas extranjeras explicit FS instruction formulaic sequences J033 secuencias formulaicas uncued written production