An Empirical Study of Improving Non-English Majors’ EFL Writing Quality Through the Teaching of Formulaic Sequences

Abstract: It is found that in human language there exist large quantities of fixed or semi-fixed expressions which are stored as a whole in human brain.Corpus analysis provides evidence that the formulaic aspect of language takes a great part in naturally occurring language.There has been a variety of terminology of the formulaic aspect of language.We use the notion of formulaic sequences to generalize the formulaicity of certain language forms.Being a major factor in the depth of vocabulary knowledge,formulaic sequences have come to linguistic attention in language teaching and learning in recent years.This thesis aims at examining whether teaching formulaic sequences can help improve Chinese non-English majors' writing quality.The experiment involved 66 freshmen coming from two classes in Guizhou University,33 students in each class. They were randomly divided into the experiment group and the control group.In the experiment,various teaching activities related to formulaic sequences formed the basis of classroom practice in the experiment group,which aimed at helping the participants in establishing the concept of formulaic sequences and raising their awareness of formulaic sequences.In the mean time,the control group was taught in the traditional teaching method through the whole term.Two writing tests were given and the data of the tests were collected and analyzed.Independent samples tests have found out there exists no significant difference between the experiment group and the control group's first composition.But in the second composition,the experiment group did much better than the control group in the aspect of holistic score,correct formulaic sequences,total words and mean length of T-unit.The experiment group also wrote compositions of fewer errors,though the differences were not significant.Paired samples tests have found that the experiment group had made significant improvement in the holistic score,correct formulaic sequences, total words and mean length of T-unit,but the control group did not make much improvernent.Moreover,the interview suggests that the students were in favor of the instruction of formulaic sequence.s.They thought mastering formulaic sequences helped them write good compositions.Besides,error analysis indicated that large portion of lexical errors related to formulaic sequences.The thesis bears out the validity of teaching formuiaic sequences on learners' English writing quality.In the researcher's view,formulaic sequences should be an ideal teaching unit in lexical teaching and learning.In college English teaching and learning,teachers should help non-English majors cultivate the awareness of formulaic sequences,help them improve the ability of using formulaic sequences, and at last,enhance their writing quality indeed…
Key words: formulaic sequences; language teaching; non-English majors; writing quality; empirical study