Assessing the impact of the lexical approach on EFL percived oral proficiency : what is the role of formulaic sequences?

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dc.contributor.advisorCancino Ávila, Marco Octavio
dc.contributor.authorIturrieta Agüero, Jonathan Felipe
dc.contributor.editorFacultad de Humanidades y Educación
dc.date.accessioned2024-04-15T14:56:35Z
dc.date.available2024-04-15T14:56:35Z
dc.date.issued2018
dc.descriptionTesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
dc.description.abstractResearch on the impact of the Lexical Approach proposed by Lewis (1993) on learners’ oral proficiency was conducted on 38 EFL students (19 in the experimental group and 19 in the control group) during 38 teaching hours. The impact of this approach was measured considering oral proficiency and the number of formulaic sequences present in every participant’s speech. Furthermore, the influence of the number of formulaic sequences used on learners’ oral proficiency was also analyzed. Two-part interviews were carried out and recorded to be assessed by 3 judges: two native speakers of English who work as EFL teachers were asked to assess participants’ oral proficiency using two rubrics, and one experienced non-native speaker EFL teacher was asked to count the formulaic sequences used by the participants. Results revealed that the experimental group (which received Lexical Approach instruction) outperformed the control group (which received no special treatment) in oral proficiency scores and in the number of formulaic sequences. Moreover, correlations between the number of formulaic sequences used and oral proficiency were found revealing that, the more formulaic sequences used, the higher the score obtained. Implications for pedagogy are provided regarding the integration of Lexical Approach principles to teaching practices and syllabus development.
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/55967
dc.language.isoes
dc.publisherUniversidad Andrés Bello
dc.subjectInglés Hablado
dc.subjectEnseñanza
dc.subjectInvestigaciones
dc.titleAssessing the impact of the lexical approach on EFL percived oral proficiency : what is the role of formulaic sequences?
dc.typeTesis
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