An Investigation of the Role of Prefabricated Patterns in Iranian EFL Fluent Speec

 

 

Table of Contents

Title…………………………………………………………………………Page

Abstract………………………………………………………………………………. ……….III

Dedication……………………………………………………………………………………IV

Acknowledgement……………………………………………………………………………V

Table of Contents…………………………………………………………………….. ……..VI

List of Appendices………………………………………………………………………………IX

List of Tables…………………………………………………………………………………IX

List of Figures………………………………………………………………………. …………IX

Chapter One: Introduction…………………………………..………………………………1

1.1 Background to the Study………………………………………………………………..2

1.2 Statement of the Problem……………………………………………………………….5

1.3 Significance of the Study…………………………………………………………………6

1.4 Research Questions……………………………………………………………………..7

1.5 Research Hypothesis…………………………………………………………………….7

1.6 Definition of Key Terms…………………………………………………………………7

1.6.1 Fluency……………………………………………………………………………..7

      1.6.2 Formulaic Language………………………………………………………………8

Chapter Two: Review of the Literature………………………………………………………….9

2.1 Overview………………………………………………………………………………….10

2.2 Theoretical Background…………………………………………………………………10

2.3 The Importance of Fluent Speech……………………………………………………….15

2.4 Fluent Speech and Automaticity…………………………………………………………..19

2.5 Automaticity in SLA Theories…………………………………………………………21

2.6 The Nature of Prefabricated Patterns……………………………………………………..26

2.7 Different Classifications of Prefabricated Patterns……………………………………….33

      2.7.1 Becker`s Six Classes of Formulaic Sequences………………………………………33

      2.7.2 Nattinger and DeCarrico (1992) ………………………………………………….36

      2.7.3 Lewise (1993)……………………………………………………………………..37

      2.7.4 Erman and Warren (2000)……………………………………………….………..38

      2.7.5 Kecskes` Formulaic continuum…………………………………………………….39

2.8 Selected characteristics of Formulaic Sequences……………………………………….41

2.9 Functions of Prefabricated Patterns……………………………………………………….44

       2.9.1 Promoting Language Fluency……………………………………………………45

       2.9.2 Enhancing Language Accuracy………………………………………………….45

       2.9.3 Facilitating Creative Language Production………………………………………45

2.10 The Importance of Collocations …………………………………………………………46

2.11 Prefabricated Patterns and Fluent Speech………………………………………………..47

2.12 Experimental Studies………………………………………………………………….51

Chapter three: Methodology………………………………………………………………..56

3.1 Overview………………………………………………………………………………..57

3.2 Design…………………………………………………………………………………….57

3.3 Participants………………………………………………………………………………57

3.4 Instrumentation…………………………………………………………………………58

• Procedure…………………………………………………………………..…………..59

3.5.1 Participant Selecting Procedure…………………………………………………..59

     3.5.2 Data Gathering Procedure………………………………………………………59

3.6 Data Analysis…………………………………………………………………………60

Chapter Four: Results…………………………………………………………..………62

4.1 Overview……………………………………………………………………………….63

4.2 The Analysis of Speech Samples for Each Participant …………………… ….. …….63

4.3 Addressing the First Hypothesis……………………………………………………….64

4.4 Addressing the Second Research Question……………………………………………66

4.5 Addressing the Third Research Question………………………………………………67

Chapter Five: Discussion and Conclusion…………………………………………………69

5.1 Overview……………………………………………………………………………….70

5.2 Discussion………………………………………………………………………………70

5.3 Conclusion………………………………………………………………………………73

5.4 Pedagogical Implications of the Study………………………………………………….74

5.5 Limitations of the Study………………………………………………………..……….75

5.6 Suggestions for Further Studies………………………………………………………….75

References…………………………………………………………………………………..77

Appendices…………………………………………………………………………………90

Appendix A…………………………………………………………………………………91

Appendix B……………………………………………………………………………… ..91

Appendix C…………………………………………………………………………………95

 

 

 

 

List of Appendices……………………………………………………………………….IX

Appendix A………………………………………………………………………………..91

Appendix B………………………………………………………………………………..91

Appendix C………………………………………………………………………………..95

List of Tables…………………………………………………………………………….IX

Table 2.1 The Many Names for Formulaic Sequences……………………………………28

Table 2.2 Backer`s Six Classes of Formulaic Sequences………………………………….35

Table 2.3 Nattinger and Decarrico`s Classification of Lexical Chunks…………….… ….36

Table 2.4 Lewis` Typology of Lexical Chunks……………………………………………37

Table 2.5 Kecskes` Formulaic Continuum…………………………………………………40

Table 4.1 Data Description in This Study…………………………………………………64

Table 4.2 Descriptive Statistics of EFL Learners & Using Prefabs………………………..65

Table 4.3 Correlation between Prefabricated Patterns & Fluent Speech………………….65

Table 4.4 Fluency and Percentage for the total number of Prefabs……………………….67

Table 4.5 Participants Attitudes toward Fluency………………………………………….68

Table B.1 The analysis of Individual Cases……………………………………………….91

List of Figures……………………………………………………………………………..IX

Figure 2.1 Erman and Warren Categorization of Prefabs………………………………….38

Figure 4.1 The Relation between Using Prefabs & Being Fluent in EFL Speech……………66