explicit instruction
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There’s strength in numbers: evidence of formulaic sequence acquisition of English in primary school students’ written production
Año: 2026
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.
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