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Reading-Based Incidental vs. Intentional Focus on Lexis and Development of L2 Phraseological Competence

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Title: Reading-Based Incidental vs. Intentional Focus on Lexis and Development of L2 Phraseological Competence
Language: English
Authors: Mirzaei, Azizullah, Farhang, Maryam, Eslami, Zohreh
Source: Iranian Journal of Language Teaching Research. Jul 2023 11(2):33-53.
Availability: Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Phrase Structure, Teaching Methods, Second Language Learning, Second Language Instruction, Language Usage, Language Processing, Vocabulary Development, Comparative Analysis, Intentional Learning, Reading Processes, Incidental Learning, Learning Processes, Language Tests, Foreign Countries, Adult Students, Prior Learning
Geographic Terms: Iran
ISSN: 2322-1291
Abstract: Emergentist, usage-based L2 research has witnessed that emphasizing formulaic sequences as entry points in meaning-based instructional contexts contributes to the development of linguistic comprehension and production. Related studies have thus far striven to find the most effective methods of highlighting these word strings. This study explored the effects of the focus on lexis (FonL) approach on L2 learners' development of phraseological competence. Furthermore, it probed whether incidental and intentional FonL approaches result in any differential effects on the learners' development of phraseology. Participants were 60 L2 learners in three intact classes randomly assigned to one control and two experimental FonL groups. Their general language proficiency was measured by administering a Cambridge PET Test. Additionally, a pre-test was used to measure their prior knowledge of phraseology. The control group received the mainstream typical instruction, whereas the experimental groups received incidental versus intentional FonL, differentially heightening noticing of conventionalized lexis expressions in L2 reading. A parallel posttest was administered to measure the development of learners' phraseological competence. ANCOVA results indicated that the lexis groups made greater gains in their phraseology as compared to the control group. Moreover, differential effects were evidenced specifically in favor of the use of intentional FonL. The findings indicate that the varied amount of attention L2 learners pay to aspects of formulaicity in language use can influence the extent to which lexis-based input and interaction lead to intake. Theoretical and pedagogical implications of the study are discussed at the end.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1395641
Database: ERIC
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  Data: Reading-Based Incidental vs. Intentional Focus on Lexis and Development of L2 Phraseological Competence
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  Data: <searchLink fieldCode="AR" term="%22Mirzaei%2C+Azizullah%22">Mirzaei, Azizullah</searchLink><br /><searchLink fieldCode="AR" term="%22Farhang%2C+Maryam%22">Farhang, Maryam</searchLink><br /><searchLink fieldCode="AR" term="%22Eslami%2C+Zohreh%22">Eslami, Zohreh</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Iranian+Journal+of+Language+Teaching+Research%22"><i>Iranian Journal of Language Teaching Research</i></searchLink>. Jul 2023 11(2):33-53.
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  Data: Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
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  Data: 21
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  Data: <searchLink fieldCode="DE" term="%22Phrase+Structure%22">Phrase Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Intentional+Learning%22">Intentional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Incidental+Learning%22">Incidental Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: 2322-1291
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  Data: Emergentist, usage-based L2 research has witnessed that emphasizing formulaic sequences as entry points in meaning-based instructional contexts contributes to the development of linguistic comprehension and production. Related studies have thus far striven to find the most effective methods of highlighting these word strings. This study explored the effects of the focus on lexis (FonL) approach on L2 learners' development of phraseological competence. Furthermore, it probed whether incidental and intentional FonL approaches result in any differential effects on the learners' development of phraseology. Participants were 60 L2 learners in three intact classes randomly assigned to one control and two experimental FonL groups. Their general language proficiency was measured by administering a Cambridge PET Test. Additionally, a pre-test was used to measure their prior knowledge of phraseology. The control group received the mainstream typical instruction, whereas the experimental groups received incidental versus intentional FonL, differentially heightening noticing of conventionalized lexis expressions in L2 reading. A parallel posttest was administered to measure the development of learners' phraseological competence. ANCOVA results indicated that the lexis groups made greater gains in their phraseology as compared to the control group. Moreover, differential effects were evidenced specifically in favor of the use of intentional FonL. The findings indicate that the varied amount of attention L2 learners pay to aspects of formulaicity in language use can influence the extent to which lexis-based input and interaction lead to intake. Theoretical and pedagogical implications of the study are discussed at the end.
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  Data: EJ1395641
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      – Text: English
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        PageCount: 21
        StartPage: 33
    Subjects:
      – SubjectFull: Phrase Structure
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
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      – SubjectFull: Language Usage
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      – SubjectFull: Language Processing
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Intentional Learning
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      – SubjectFull: Reading Processes
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      – SubjectFull: Incidental Learning
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      – SubjectFull: Iran
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      – TitleFull: Reading-Based Incidental vs. Intentional Focus on Lexis and Development of L2 Phraseological Competence
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