The Theory Of Prefabricated Language Chunks Acquisition Impact On Teenagers Second Language Learners' Oral Fluency

Previous research has implicated that formulaic sequences would be usefulthings for instructors to introduce in the classroom owing to its facilitative role insecond language fluency development. In spite of the vast numbers of articles devotedto knowledge of formulaic sequences to spoken fluency, there is less emphasis laid onteaching process.This study presents an empirical study to examine directly the ties betweenexplicitly teaching formulaic sequences to pupils in the language classroom and theiroral fluency development over time. During a twelve-week-term instruction, a set oftarget formulaic sequences was instructed to primary school pupils of Grade Threewith task-based classroom activities. Two oral tests are carried out at the beginningand the end of the instruction respectively to investigate young learner’s fluencydevelopment and formulaic sequences acquisition by linking developments in thetemporal aspect of fluency with production of formulaic sequences.The results indicate that after the formulaic sequences instruction, all theparticipants’ formulaic sequence production showed an increase in their second testcoupled with pronounced improvements in temporal indices, including significantgrowth in SR, AR, MLR and PTR respectively (P<0.05or0.01) and a significantreduction in ALP (P<0.05). This study provides evidence that explicitly teachingpupils formulaic sequences and giving them time to practice and internalize lead toimproved spoken fluency. The results implicate that incorporating a component ofattention to formulaic sequences with task-based approach in the classroom can helppupils in a second language environment use such formulaic sequences morefrequently and thus improve their fluency in speaking.