정형화된 어구 중심의 학습이 중학생의 영어 말하기 유창성에 미치는 영향

The purpose of this study was to investigate the effect of formulaic language learning on Korean middle school students’ English speaking fluency. Thirty students participated in the study. They were divided into two groups: an experimental group and a control group. The experimental group learned English speaking with a focus on the collocations of target words, whereas the control group learned the words individually. A pretest and a post-test on formulaic language use and English speaking fluency were administered to the subjects in both groups. The results indicated that formulaic language teaching had a significant effect on learners’ knowledge of lexical chunks. More importantly, the experimental group had better performance with regard to speaking fluency. Moreover, it was found that the experimental group used more formulaic language in their speaking, thus implying that the explicit instruction on formulaic language was transferred to the students’ implicit knowledge through repetition and practice. Pedagogical implications based on the findings were also discussed.