The use of formulaic language to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school (IR)

This study is aimed to analyse on how formulaic language can be used to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school. Five, Form 4 LEP learners were involved in this study, which used a mixed method with an embedded design methodology. Their speech...

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Main Author:	Rathai A/P Muniandy@Perumal
Format:	thesis
Language:	eng
Published:	2017
Subjects:	PE English
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=334
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id	oai:ir.upsi.edu.my:334
record_format	uketd_dc
spelling	oai:ir.upsi.edu.my:3342020-02-27 The use of formulaic language to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school (IR) 2017 Rathai A/P Muniandy@Perumal PE English This study is aimed to analyse on how formulaic language can be used to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school. Five, Form 4 LEP learners were involved in this study, which used a mixed method with an embedded design methodology. Their speech production (monologue and dialogue) were analysed in terms of accuracy by looking into the sentence selection to convey their intended ideas and the level of correctness in employing the learnt formulaic language in terms of lexis choices, word order and grammar, before and after a series of direct instruction sessions, which involved noticing? and awarenessraising? activities. The study also analysed how the use of formulaic language affects the context of repair fluency of the LEP learners in terms of repetition, reformulation and false starts. It can be concluded that the use of formulaic sequences had improved the quality and length of speech production for all the five LEP learners of this study, and to a certain extent had also served as a time-gaining strategy in their repair fluency. Due to learner differences, they improved at different levels, and the use of formulaic sequences was more extensive in the monologue speech production after the direct instruction sessions. However, their dialogic speech did not show encouraging improvement as their monologue speech production. This study provided some insights on how teachers may explore the use of formulaic language in teaching speaking skills especially to learners with limited English proficiency. 2017 thesis https://ir.upsi.edu.my/detailsg.php?det=334 https://ir.upsi.edu.my/detailsg.php?det=334 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi N/A
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	PE English
spellingShingle	PE English Rathai A/P Muniandy@Perumal The use of formulaic language to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school (IR)
description	This study is aimed to analyse on how formulaic language can be used to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school. Five, Form 4 LEP learners were involved in this study, which used a mixed method with an embedded design methodology. Their speech production (monologue and dialogue) were analysed in terms of accuracy by looking into the sentence selection to convey their intended ideas and the level of correctness in employing the learnt formulaic language in terms of lexis choices, word order and grammar, before and after a series of direct instruction sessions, which involved noticing? and awarenessraising? activities. The study also analysed how the use of formulaic language affects the context of repair fluency of the LEP learners in terms of repetition, reformulation and false starts. It can be concluded that the use of formulaic sequences had improved the quality and length of speech production for all the five LEP learners of this study, and to a certain extent had also served as a time-gaining strategy in their repair fluency. Due to learner differences, they improved at different levels, and the use of formulaic sequences was more extensive in the monologue speech production after the direct instruction sessions. However, their dialogic speech did not show encouraging improvement as their monologue speech production. This study provided some insights on how teachers may explore the use of formulaic language in teaching speaking skills especially to learners with limited English proficiency.
format	thesis
qualification_name
qualification_level	Master's degree
author	Rathai A/P Muniandy@Perumal
author_facet	Rathai A/P Muniandy@Perumal
author_sort	Rathai A/P Muniandy@Perumal
title	The use of formulaic language to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school (IR)
title_short	The use of formulaic language to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school (IR)
title_full	The use of formulaic language to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school (IR)
title_fullStr	The use of formulaic language to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school (IR)
title_full_unstemmed	The use of formulaic language to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school (IR)
title_sort	use of formulaic language to enhance the speaking ability of limited english proficient (lep) learners in a secondary school (ir)
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Bahasa dan Komunikasi
publishDate	2017
url	https://ir.upsi.edu.my/detailsg.php?det=334
_version_	1747832874366664704

The use of formulaic language to enhance the speaking ability of limited English proficient (LEP) learners in a secondary school (IR)

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