The Effectiveness of Focused Instruction of Formulaic Sequences in Augmenting L2 Learners’ Academic Writing Skills: A Quantitative Research Study

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  • Research has increasingly focused on the effectiveness of formulaic sequences in augmenting second language (L2) learners’ academic writing skills. These formulaic sequences, which may constitute as much as 52.3% of written discourse (Erman & Warren, 2000), play a vital role in improving L2 learners’ writing proficiency and enhancing their performance in academic contexts (Jones & Haywood, 2004; Lewis, 1997). However, experimental testing of such a role is largely undeveloped in research. This quantitative research study is an attempt to investigate the effects of explicitly teaching formulaic sequences on twelve L2 learners’ academic writing skills. The study results suggest that an explicit instructional approach to formulaic sequences can enhance their subsequent acquisition. Moreover, formulaic sequences increase L2 learners’ writing proficiency because they function as frames to which L2 learners resort when approaching a writing task to compose an academic piece of writing. Keywords: Formulaic sequences, focused instruction, L2 writing proficiency

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  • Copyright © 2014 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
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  • 2014


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