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1

FORMELHAFTE SEQUENZEN IN DER ERST- UND ZWEITSPRACHE: VERSUCH EINER BEGRIFFSBESTIMMUNG AUS PSYCHOLINGUISTISCHER PERSPEKTIVE

100%
Czarnecka M.
Germanica Wratislaviensia
|
2011
|
vol. 133
189-199
EN
The term formulaic sequences encompasses a various types of word strings which appear to be stored and retrieved as holistic units from the memory. Formulaic sequences constitute a large proportion of any discourse and, furthermore, they exist in so many forms that it is difficult to develop a definition of this phenomenon. This article outlines important aspects of formulaic sequences from a psycholinguistic point of view; it also shows the variety of definitions and classifications which appear in the research literature, and tries to find the criteria which identify formulaic sequences in a discourse or a text.
2
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Formulaic Sequences as Fluency Devices in the Oral Production of Native Speakers of Polish

100%
Guz E.
Research in Language
|
2014
|
vol. 12
|
issue 2
113-129
EN
In this paper we attempt to determine the nature and strength of the relationship between the use of formulaic sequences and productive fluency of native speakers of Polish. In particular, we seek to validate the claim that speech characterized by a higher incidence of formulaic sequences is produced more rapidly and with fewer hesitation phenomena. The analysis is based on monologic speeches delivered by 45 speakers of L1 Polish. The data include both the recordings and their transcriptions annotated for a number of objective fluency measures. In the first part of the study the total of formulaic sequences is established for each sample. This is followed by determining a set of temporal measures of the speakers' output (speech rate, articulation rate, mean length of runs, mean length of pauses, phonation time ratio). The study provides some preliminary evidence of the fluency-enhancing role of formulaic language. Our results show that the use of formulaic sequences is positively and significantly correlated with speech rate, mean length of runs and phonation time ratio. This suggests that a higher concentration of formulaic material in output is associated with faster speed of speech, longer stretches of speech between pauses and an increased amount of time filled with speech.
3

„How many elephants?“ – Probleme mit der Begriffsbestimmung und Identifizierung formelhafter Äußerungen

100%
Czarnecka M.
Germanica Wratislaviensia
|
2016
|
vol. 141
183-195
DE
Der Begriff formelhafter Äußerungen umfasst unterschiedliche Arten von Wortverbindungen, die vom Gedächtnis als Ganzes gespeichert und abgerufen werden. Der Beitrag diskutiert zwei in diesem Zusammenhang zentrale Fragen: Wie können formelhafte Äußerungen definiert und identifiziert werden. Formelhafte Äußerungen sind nämlich so verschiedenartig, dass es schwierig ist, ihre Definition zu formulieren und ihre Merkmale zu beschreiben. Die derzeit existierenden Methoden der Identifizierung (z.B. aufgrund von Häufigkeit) werden kritisiert, denn alle haben ihre Nachteile; die Anwendung der Intuition, die häufig von der Forschung herangezogen wird, ist auch mit vielfältigen Problemen verbunden.
EN
The term “formulaic sequences” encompasses various types of word strings which appear to be stored and retrieved as holistic units from the memory. This article discusses two major problems in the study of formulaic sequences: how to define their features and how to identify these sequences in discourse. The problem is that formulaic sequences exist in so many forms that it is difficult to develop a definition of this phenomenon and to find the main characteristics of formulaic sequences. The existing methods of identifying formulaic sequences (e.g. by frequency in the corpus) can be used to some degree but each of them has its drawbacks. Even drawing on the individual’s intuition as the basis for identifying these sequences runs into its own serious problems.
4
Publication available in full text mode
Content available

Formulaic Sequences as Fluency Devices in the Oral Production of Native Speakers of Polish

100%
Guz E.
Research in Language
|
2014
|
vol. 12
|
issue 2
113-129
EN
In this paper we attempt to determine the nature and strength of the relationship between the use of formulaic sequences and productive fluency of native speakers of Polish. In particular, we seek to validate the claim that speech characterized by a higher incidence of formulaic sequences is produced more rapidly and with fewer hesitation phenomena. The analysis is based on monologic speeches delivered by 45 speakers of L1 Polish. The data include both the recordings and their transcriptions annotated for a number of objective fluency measures. In the first part of the study the total of formulaic sequences is established for each sample. This is followed by determining a set of temporal measures of the speakers’ output (speech rate, articulation rate, mean length of runs, mean length of pauses, phonation time ratio). The study provides some preliminary evidence of the fluency-enhancing role of formulaic language. Our results show that the use of formulaic sequences is positively and significantly correlated with speech rate, mean length of runs and phonation time ratio. This suggests that a higher concentration of formulaic material in output is associated with faster speed of speech, longer stretches of speech between pauses and an increased amount of time filled with speech.
5
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Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

88%
Hoang H., Boers F.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 3
513-535
EN
Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners’ re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners’ renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.
6
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Content available

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

88%
Hoang H., Boers F.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 3
513-535
EN
Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners’ re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners’ renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.
7
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Formelhaft oder nicht? Die wichtigsten Merkmale der formelhaften Sequenzen

87%
Czarnecka M.
Glottodidactica
|
2010
|
vol. 36
33-43
EN
Formulaic sequences constitute a large protection of any discourse and, furthermore, they exist in so many forms that it is difficult to develop an adequate definition of this phenomenon. The term formulaic sequences encompasses verious types of world strings which appear to be stored and retrieved as holistic units from the memory. This article outlines some improtant aspects of formulaic sequences; it also shows the variety of definitions which appear in the research literature, and tries to find some specific criteria by means of which formulaic sequences could be identified in a discourse or a text.
8
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Refining the methodology for investigating the relationship between fluency and the use of formulaic language in learner speech

75%
Guz E.
Research in Language
|
2016
|
vol. 14
|
issue 2
95-122
EN
This study is a cross-sectional analysis of the relationship between productive fluency and the use of formulaic sequences in the speech of highly proficient L2 learners. Two samples of learner speech were randomly drawn and analysed. Formulaic sequences were identified on the basis of two distinct procedures: a frequency-based, distributional approach which returned a set of recurrent sequences (n-grams) and an intuition and criterion-based, linguistic procedure which returned a set of phrasemes. Formulaic material was then removed from the data. Breakdown and speed fluency measures were obtained for the following types of speech: baseline (pre-removal), formulaic, non-formulaic (postremoval). The results show significant differences between baseline and post-removal fluency scores for both learners. Also, formulaic speech is produced more fluently than non-formulaic speech. However, the comparison of the fluency scores of n-grams and phrasemes returned inconsistent results with significant differences reported only for one of the samples.
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