Formulaic language sequences and Oral Interaction in the Primary English Classroom
Abstract
O presente estudo concentra-se no uso de linguagem de formulaica em interação oral em aulas de inglês no 1º Ciclo do Ensino Básico, com o objetivo de explorar como o uso de sequências formulaicas torna possível a interação entre pares e como a produção e as atitudes dos alunos em relação à fala na sala de aula são afetadas por essas interações. Este projeto de pesquisa-ação foi realizado com uma turma do 3º ano com 30 alunos em uma escola primária em Portugal. Do conteúdo apresentado no livro, seis chunks foram selecionados e divididos em dois grupos. Antes das tarefas comunicativas usando as seqüências selecionadas, os participantes fizeram testes escritos pré-tarefas, a fim de verificar se estavam familiarizados com as sequências. As interações foram gravadas em áudio e analisadas qualitativamente, considerando melhorias no uso da língua por parte dos alunos. Após as interações, os participantes responderam a um teste escrito pós-tarefa para avaliar o aprendizado do chunk ao final dessa unidade de trabalho. Também ocorreu um teste oral pós-tarefa, a fim de examinar a produção dos alunos relativa ao primeiro conjunto de chunks, um mês depois de usá-lo em sala de aula pela última vez. Os participantes também responderam a dois questionários semelhantes (um no início e outro no final do projeto), que continham perguntas sobre seus sentimentos em relação a falar, ouvir e interagir em sala de aula. Os resultados sugerem que a produção oral dos alunos melhorou a cada interação usando os chunks, que eles gostaram de trabalhar com colegas e que se sentiram mais confiantes em sua capacidade de falar inglês na sala de aula
Full text
Fo mulaic Language Sequences and O al In e ac ion
in he P ima y English Class oom
Le ícia Gonzalez da Sil a
Rela ó io de Es ágio de Mes ado em Ensino de Inglês
no 1º Ciclo do Ensino Básico
Ano le i o: 2019/2020
Rela ó io de Es ágio ap esen ado pa a cump imen o dos equisi os necessá ios à
ob enção do g au de Mes e em Ensino de Inglês no 1º Ciclo do Ensino Básico ealizado
sob a o ien ação cien í ica da P o esso a Dou o a Ca olyn Leslie e P o esso Dou o
Ca los Ceia.
Só exis e sabe na in enção, na ein enção, na
busca inquie a, impacien e, pe manen e, que os
homens azem no mundo, com o mundo e com os
ou os. Busca espe ançosa ambém
1
.
Paulo F ei e (2015, p. 81)
1
Knowledge lies only in in en ion, in ein en ion, in a sea ch ha is es less, impa ien , pe manen , which
people do in he wo ld, wi h he wo ld and wi h o he s. I is also a hope ul sea ch [my ansla ion].
ACKNOWLEDGEMENTS
I would like o hank he p o esso s o he Mes ado em Ensino de Inglês no 1º Ciclo who
ha e con ibu ed no only o he w i ing o his epo bu also o my g ow h as a
p o essional.
I would especially like o hank my supe iso , P o esso Ca olyn Leslie, o guiding me
h ough he p ac icum and i elessly suppo ing me as I w o e his epo . Wi hou he
me iculous eedback, his wo k would ha e no been possible.
I am also hank ul o he all suppo and encou agemen I ecei ed om my coope a ing
eache and iend, Ca la Alexand a San ana.
I would like o hank all he child en who ook pa in his s udy o hei amazing ene gy
and coope a ion.
Finally, I would like o hank my amily o hei ne e ending suppo in ye ano he
jou ney and o his lo e ha c osses oceans.
FORMULAIC LANGUAGE SEQUENCES AND ORAL INTERACTION IN THE
PRIMARY ENGLISH CLASSROOM
LETÍCIA GONZALEZ DA SILVA
ABSTRACT
KEYWORDS: o mulaic language, o al in e ac ion, pai wo k, young lea ne s.
The p esen s udy ocuses on o mulaic language use in o al in e ac ion in p ima y EFL
class ooms, aiming o explo e how he use o o mulaic sequences makes pee -in e ac ion
possible and how lea ne s’ p oduc ion and a i udes owa ds speaking in he class oom
a e a ec ed by hese in e ac ions. This ac ion esea ch p ojec was ca ied ou wi h a 3 d
g ade class o 30 s uden s in a p ima y school in Po ugal. F om he language p esen ed
by hei cou sebook, six chunks we e selec ed and di ided in o wo g oups. Be o e he
communica i e asks using he selec ed sequences, pa icipan s ook w i en p e- ask es s
in o de o check how amilia hey we e wi h he chunks. The in e ac ions we e audio-
eco ded and analysed quali a i ely, conside ing imp o emen s in lea ne s’ accu a e use
o he chunk. A e he in e ac ions, pa icipan s answe ed a w i en pos - ask es o assess
hei lea ning o he chunk by he end o ha uni o wo k. A delayed o al pos - ask es
also ook place in o de o examine lea ne s’ p oduc ion o he i s se o chunks one
mon h a e using i in class o he las ime. Pa icipan s also answe ed wo simila
ques ionnai es (one a he beginning and one nea he end o his p ojec ) which con ained
ques ions abou hei eelings owa ds speaking, lis ening and in e ac ing in class.
Findings sugges ha lea ne s’ o al p oduc ion imp o ed wi h each in e ac ion using he
chunks, ha hey enjoyed wo king wi h pee s and ha hey el mo e con iden in hei
abili y o speak English in class.
LINGUAGEM FORMULAICA E INTERAÇÃO ORAL NAS AULAS DE
INGLÊS NO 1º CICLO DO ENSINO BÁSICO
LETÍCIA GONZALEZ DA SILVA
RESUMO
PLAVRAS-CHAVE: linguagem o mulaica, in e ação o al, abalho a pa es, c ianças.
O p esen e es udo concen a-se no uso de linguagem de o mulaica em in e ação o al em
aulas de inglês no 1º Ciclo do Ensino Básico, com o obje i o de explo a como o uso de
sequências o mulaicas o na possí el a in e ação en e pa es e como a p odução e as
a i udes dos alunos em elação à ala na sala de aula são a e adas po essas in e ações.
Es e p oje o de pesquisa-ação oi ealizado com uma u ma do 3º ano com 30 alunos em
uma escola p imá ia em Po ugal. Do con eúdo ap esen ado no li o, seis chunks o am
selecionados e di ididos em dois g upos. An es das a e as comunica i as usando as
seqüências selecionadas, os pa icipan es ize am es es esc i os p é- a e as, a im de
e i ica se es a am amilia izados com as sequências. As in e ações o am g a adas em
áudio e analisadas quali a i amen e, conside ando melho ias no uso da língua po pa e
dos alunos. Após as in e ações, os pa icipan es esponde am a um es e esc i o pós- a e a
pa a a alia o ap endizado do chunk ao inal dessa unidade de abalho. Também oco eu
um es e o al pós- a e a, a im de examina a p odução dos alunos ela i a ao p imei o
conjun o de chunks, um mês depois de usá-lo em sala de aula pela úl ima ez. Os
pa icipan es ambém esponde am a dois ques ioná ios semelhan es (um no início e ou o
no inal do p oje o), que con inham pe gun as sob e seus sen imen os em elação a ala ,
ou i e in e agi em sala de aula. Os esul ados suge em que a p odução o al dos alunos
melho ou a cada in e ação usando os chunks, que eles gos a am de abalha com colegas
e que se sen i am mais con ian es em sua capacidade de ala inglês na sala de aula.
TABLE OF CONTENTS
In oduc ion .................................................................................................................... 1
Chap e I: Li e a u e Re iew ........................................................................................ 2
1. O al In e ac ion in Young Lea ne s De elopmen and Language Lea ning .... 3
1.1. Lea ne s a i udes owa ds speaking English ................................................ 4
2. Fo mulaic Language in EFL .................................................................................. 4
Chap e II: The Ac ion Resea ch .................................................................................. 7
1. Con ex ..................................................................................................................... 7
2. Me hodology ............................................................................................................ 8
2.1. Ac ion Resea ch ................................................................................................ 8
2.2. Le e s o consen ............................................................................................. 8
2.3. Selec ing o mulaic sequences ......................................................................... 9
2.4. Da a collec ion ools ......................................................................................... 9
3. Resul s .................................................................................................................... 13
3.1. Da a analysis ................................................................................................... 13
3.2. Discussion and conclusion ............................................................................. 28
Re e ences...................................................................................................................... 31
Lis o Figu es ................................................................................................................. 34
Lis o Tables .................................................................................................................. 35
Appendix A: Le e o consen o school di ec o .......................................................... 36
Appendix B: Le e o consen o pa en s ....................................................................... 37
Appendix C: Le e o consen o he child en ............................................................... 38
Appendix D: P e- ask es 1 ............................................................................................ 39
Appendix E: P e- ask es 3 ............................................................................................ 40
Appendix F: Task 1, class su ey ................................................................................... 41
Appendix G: Task 2 mini-ca ds...................................................................................... 42
Appendix H: Pos - ask es 1 .......................................................................................... 43
Appendix I: Pos - ask es mini-ca ds and days o he week cha ................................. 44
Appendix J: Pos - ask es 2 ........................................................................................... 45
Appendix K: P e- ask es 2 ............................................................................................ 46
Appendix L: T ansc ip ion con en ions ......................................................................... 47
Appendix M: Ques ionnai e 1 ........................................................................................ 48
Appendix N: Ques ionnai e 2 ......................................................................................... 49
Appendix O: T ansc ip ion o Pai 10’s delayed o al pos - ask es ............................... 50
Appendix P: T ansc ip ion o Pai 5’s ask 3 ................................................................. 51
1
In oduc ion
Since I s a ed eaching English as a Fo eign Language (EFL) almos nine yea s
ago, and a e ha ing s udied educa ion in a ious con ex s, I ha e held he belie ha
eaching does no mean “deposi ing” con en in o s uden s’ minds. Teache s should a he
be helping s uden s disco e , explo e and play wi h he language wi h inc easingly g ea e
au onomy. We a e only he e o acili a e he p ocess.
As eache s o EFL in a p ima y educa ion con ex , we mus be awa e ha we
a e no exclusi ely eaching a o eign language in ou lessons. A school, child en de elop
social, cogni i e and linguis ic abili ies. Philp w i es ha in e ac ion acili a es language
acquisi ion “by assis ing comp ehension; suppo ing lea ne ou pu ; d awing a en ion o
language o m and meaning; and p o iding eedback con iguous wi h he lea ne ’s
a en ion” (2013, p. 459). Child en lea n much mo e by expe imen ing wi h he language,
using i epea edly and meaning ully, han by memo izing g amma ical ules ha do no
mean any hing o hem and which hey will likely o ge abou in he u u e.
Al hough mos ecognize ha in e ac ion is a i al pa o lea ning, many p ima y
eache s s ill hink hei s uden s a e no able o engage in such ac i i ies due o hei low
le el o p o iciency. Howe e , p o ided wi h he igh ools, lea ne s can be much mo e
han me e obse e s o he language, and become ac i e agen s o hei own lea ning.
Mo eo e , gi en ha he de elopmen o o al skills is explici ly one o he main objec i es
p oposed o g ades 3 and 4 in he Po uguese Me as Cu icula es de Inglês – 1º Ciclo
(B a o, C a o, & Dua e, 2015), lea ne s should be speaking English in he class oom as
o en as possible.
In mo e p ac ical e ms, how can we help s uden s who a e o en augh lis s o
indi idual wo ds o de elop a con e sa ion? We canno expec young lea ne s a ound 9
yea s old who ha e jus s a ed s udying English o who ha e been doing so o one o
wo yea s o come up wi h complex sen ences comple ely by hemsel es. One possible
way o os e language lea ning h ough lea ne in e ac ion is by p o iding s uden s wi h
p e ab ica ed chunks o language eady o use, also known as o mulaic language
sequences. Di e en e ms a e used by esea che s o he ield o iden i y hese
“mul iwo d uni s o language which a e s o ed in long- e m memo y as i hey we e single
lexical uni s” (Wood, 2010, p. 29). In his s udy, such mul iwo d uni s will be called
“ o mulaic language”, “ o mulaic sequences” and “chunks”.
8
P e ious eache s adop ed a communica i e app oach, using s o ies, songs and
games wi h his g oup. Lessons usually ga e special ocus o lis ening and speaking, in
acco dance wi h he Me as Cu icula es (B a o, C a o & Dua e, 2015), howe e ,
s uden s in he hi d and ou h g ades ook wo w i en es s pe e m and we e expec ed
o know how o ead and w i e indi idual wo ds and sho sen ences.
2. Me hodology
2.1. Ac ion Resea ch
This epo is he esul o an Ac ion Resea ch (AR) p ojec . This kind o cyclical
s udy essen ially consis s o con inuous p ac ice and inqui y, ac ion and e lec ion (T ipp,
2005). Acco ding o Bu ns (2010), AR con e s he eache in o an in es iga o o hei
own p ac ice, selec ing a opic ha hey ind ele an , explo ing i , sys ema ically
collec ing da a, looking o ways o imp o e and la e using wha was disco e ed o
modi y hei p ac ice.
The main goals o his p ojec we e o ind ou how eaching lea ne s o mulaic
language could acili a e pee o al in e ac ion and how aking pa in hese in e ac ions
could in luence lea ne s’ a i ude owa ds speaking English in class. In o de o answe
hese ques ions, I ollowed h ee s ages, as ollowing:
a) Planning: Selec ing language chunks o be augh and es ed based on he
language p esen ed in he i s h ee uni s o he cou sebook. De eloping da a
ga he ing ools (ques ionnai es and p e- ask es s).
b) Da a collec ion: Implemen ing he da a ga he ing ools, eco ding s uden s
du ing in e ac ions, adjus ing ools i necessa y.
c) Re lec ion: Analysing and in e p e ing collec ed da a.
2.2. Le e s o consen
In ea ly Sep embe , p io o he beginning o his s udy, le e s o consen we e
p epa ed and handed o he school di ec o and o pa en s (Appendixes A and B). Making
su e all s akeholde s and pa icipan s knew exac ly wha he esea ch was abou , how da a
was going o be collec ed and eques ing hei pe mission o use his da a was o u mos
impo ance o de elop an e hical s udy.
As cen al subjec s in his p ojec , i was essen ial o gi e he child en he chance
o decide whe he hey wan ed o pa icipa e o no . A e he di ec o and pa en s had
9
gi en pe mission, I p esen ed he p ojec o s uden s and ga e hem hei own le e s o
consen (Appendix C). Conside ing pa icipan s’ ages, he language used was child-
iendly and he ex was p esen ed as ue o alse s a emen s o check hei
unde s anding. S uden s also chose he pseudonyms ha would eplace hei eal names
in he s udy. All 30 pupils ag eed o ake pa in he p ojec .
2.3. Selec ing o mulaic sequences
In o de o p epa e he p e- ask es s, o al asks and pos - ask es s, wo se s o
o mulaic sequences we e selec ed o be augh , in acco dance wi h he language ound
in he cou sebook. The i s sequences selec ed we e: “Do you e b?”, “Yes, I do” and
“No, I don’ ”. The ollowing ocabula y i ems we e also augh : lis en o music, play
games, use a compu e , make hings, pain pic u es, ake pho os, wa ch ilms, help people,
do spo s, go on excu sions. The ocabula y was i s in oduced by my coope a ing
eache using lashca ds and doing a lis ening exe cise.
The second se o chunks consis ed o : “Has i go (a) noun?”, “Yes, i has” and
“No, i hasn’ ”. The ocabula y i ems o his uni we e: whiske s, shell, ee h, claws,
scales, u , wings, ail, beak and ea he s. The nouns and e b ph ases we e i s p esen ed
and p ac iced indi idually using lashca ds, a lis en and do game and a Powe Poin
p esen a ion p esen ed as a guessing game.
2.4. Da a collec ion ools
Da a was collec ed o e a pe iod o 12 weeks. Ques ionnai es, p e- ask es s,
eco ded communica i e asks, pos - ask es s and a lea ning/ eaching jou nal we e used
o ga he in o ma ion on s uden s’ eelings owa ds speaking in class, hei knowledge o
he o mulaic language and hei use du ing in e ac ions. The able below shows how he
es s and asks we e di ided be ween he wo se s o chunks.
Table 1 – Chunks and Tools
Chunks
P e- ask es
Tasks
Pos - ask es
“Do you e b?”
“Yes, I do”
“No, I don’ ”
O de ing Wo ds
(Appendix D)
Class su ey
(Appendix F)
Fo mal Tes 1 (Appendix H)
Delayed o al pos - ask: Days o
he week and spo s compa ison
(Appendix I)
10
Mini ca ds
compa ison
(Appendix G)
“Has i go a
noun?”
“Yes, i has”
“No, i hasn’ ”
O de ing Wo ds
(Appendix E)
Guessing he
animal
Fo mal es 2 (Appendix J)
2.4.1. P e- and Pos - ask Tes s
Inspi ed by he model o da a collec ion used by Nguyen and La sen-F eeman
(2018), I decided o ollow a es - each- es o ma in his s udy. P io o he in oduc ion
o he o mulaic sequences, i was necessa y o ind ou which chunks we e amilia o
s uden s and which we e no . The e o e, a he beginning o each uni , indi idually,
lea ne s comple ed a w i en p e- ask es . Du ing his esea ch p ojec , I used wo
di e en o ma s o p e- ask es s, one (p e- ask es 1) in which s uden s had o o ganize
he gi en wo ds in o sen ences (Appendixes D and E), and one, simila o he p e- ask
es s used by Nguyen and La sen-F eeman (2018), en i led p e- ask es 2, which asked
s uden s o ead a sen ence and indica e i hey unde s ood i o no (Appendix K).
P e- ask es 2, howe e , did no se e i s pu pose, as i only es ed one chunk
(“I ’s go noun”) and asked lea ne s o ma k i hey knew he meaning o he chunk o
no . The age di e ence be ween he pa icipan s o Nguyen and La sen-F eeman’s s udy
(college s uden s) and he ones in his p ojec was de e minan o he ailu e o his ype
o es . The child en’s answe s p o ed o be un eliable because al hough many answe ed
hey we e amilia wi h he chunk, when asked o ansla e o o explain i , only one child
in he class was able o do so. The e o e, he esul s o his p e- ask es we e disca ded
and in p e- ask es 3 I e u ned o he o ma o he i s p e- ask es . The esul s o he
es s we e analysed quan i a i ely and he esul s a e p esen ed in he nex chap e .
Pos - ask es s we e p epa ed o es i lea ne s had acqui ed he o mulaic
sequences by he end o each uni o wo k. The i s pos - ask es (Appendix H) was a
ques ion in he i s o mal assessmen es simila in o ma o p e- ask es s 1 and 3. The
second (Appendix J) was ano he ques ion in he second o mal assessmen es . Fo he
pu pose o his s udy i was necessa y o conduc an o al pos - ask es which e idenced
changes in lea ne s’ o al pe o mance. The e o e, on he 11 h week o he p ac icum,
11
s uden s comple ed an o al ask (desc ibed in he nex sub-sec ion) using he i s se o
chunks hey had lea ned. Due o ime cons ain s and an inabili y o balance his s udy
wi h he school’s e en s and equi ed assessmen schedules, he e was no an oppo uni y
o a second communica i e ask o an o al pos - es o he second se o chunks.
2.4.2. Communica i e Tasks
Following he p e- ask es s, s uden s we e exposed o he a ge language (new
ocabula y and language chunks) in con ex and comple ed di e en communica i e
asks in pai s. All asks we e demons a ed and modelled by he eache wi h he help o
s uden s who olun ee ed. Du ing all asks, he o mulaic sequences we e displayed on
he boa d so lea ne s could e e o hem i necessa y.
Pai s we e assigned wi h each pai consis ing o a boy and a gi l o make
ansc ibing he eco dings easie due o he oice di e ences. Thei p o iciency le el was
no conside ed a c i e ion in he di ision because nei he my coope a ing eache no I
we e awa e o s uden s’ language le els a he beginning o he yea .
The i s communica i e ask (Task 1) was a class su ey and ook place in he
hi d lesson o Uni 1 (Appendix F). A e he demons a ion, s uden s had wo minu es
o p epa e he ques ions hey wan ed o ask and hen p oceeded wi h he su ey. A e
wo lessons encoun e ing and using his language in lis ening, eading and w i ing,
s uden s pe o med ano he communica i e ask (Task 2) wi h he same o mulaic
sequences. This ime, hey had o di ide mini-ca ds wi h he ocabula y (Appendix G)
in o “do” and “don’ ”, and use he sequences gi en in o de o compa e hei answe s wi h
hei pa ne ’s, inding di e ences and simila i ies.
On he 11 h week o his s udy, a delayed o al pos - ask es examined lea ne s’
acquisi ion o he i s se o chunks. S uden s had o place mini-ca ds o spo s ( he
ocabula y opic o he uni ) on a cha wi h he days o he week (Appendix I). Wi h
ca ds acing down, lea ne s in pai s had o y o guess wha spo hei pa ne did on
which day. In o de o c ea e an ex a challenge, and o illus a e how i is possible o
build upon a p e iously known chunk, lea ne s we e asked o p oduce “Do you e b on
day?”. Du ing his ask, only he ques ion chunk was w i en on he boa d.
The i s and only ask done using he second se o chunks (Task 1 – “Has i go
noun?”, “Yes, i has” and “No, i hasn’ ”) was done on he 9 h week o he s udy in he
con ex o animal body pa s. A pic u e wi h di e en animals he s uden s al eady knew
12
was p ojec ed on he boa d. In pai s, each lea ne had o w i e he name o one o he
animals, co e i so hei pa ne could no see and ask ques ions ying o guess wha
animal hei pa ne had chosen. The o mulaic sequences we e w i en on he boa d and
h ee mo e we e added (“Is i a noun?”, “Yes, i is”, “No , i isn’ ”).
2.4.3. Reco dings
Nine pai s we e eco ded pe o ming asks 1, 2, 3 and he o al pos - ask es as
seen in Table 2 below.
Table 2 – Rela ion o asks and dyads eco ded
Task and Da e
Pai s eco ded
Task 1 (03/10)
1, 2, 10 and 12
Task 2 (10/10)
1, 4, 10 and 11
Task 1 – second se
o chunks (14/11)
5, 7, 12 and 13
Pos - ask es (28/11)
1, 4, 10 and 13
The leng h o eco dings a ied acco ding o he ask. Fo ins ance, he i s
in e ac ions las ed be ween one and wo minu es, while he pos - ask es ook eigh o en
minu es. To analyse he in e ac ions eco ded, I lis ened and ansc ibed hem using he
ansc ip ion con en ions shown in Appendix L. The ansc ip ions we e analysed
quali a i ely, in e p e ing and examining he language p oduced, conside ing luency,
epe i ion, p onuncia ion and accu a e use o he o mulaic sequences. By compa ing he
ansc ip ions, i was possible o obse e how using he chunks allowed lea ne s o ca y
ou he in e ac ions and o ack de eloping accu acy (how well s uden s used he chunks,
i all wo ds we e used co ec ly) and luency (numbe o pauses pe u e ance). In his
s udy, “ luency” will be used e e ing o how “na u al” (unin e up ed) an u e ance
sounds, conside ing momen s o hesi a ion, epe i ion o wo ds o syllables, illed and
un illed pauses (Wood, 2010).
2.4.4. Ques ionnai es
In o de o answe my second esea ch ques ion, o ind ou how lea ne s el
ega ding hei speaking skills, wo ques ionnai es we e dis ibu ed, one a he beginning
and one in he end o he p ac icum.
The i s ques ionnai e (Appendix M) was p epa ed and gi en o child en in
o de o unde s and wha hey el hey we e able o do in English. The e we e ou
13
s a emen s ocusing mainly on he skills essen ial o o al in e ac ion (lis ening and
speaking), and i hey hough i was impo an o do o al asks in class. Fo each
s a emen , s uden s had o choose an answe ha was ue o hem, ci cling “Yes”, “Mo e
o Less” o “No”. In o de o ge o know hem and ind ou hei p e e ences, I also asked
lea ne s o ick which in e ac ion pa e ns hey liked and which ac i i ies hey liked o do
in he class oom.
In he las week o he p ac icum, lea ne s answe ed a second ques ionnai e
(Appendix N), simila o he i s one, bu o which I added a sen ence o ind ou i hey
enjoyed doing speaking ac i i ies and one open ques ion, asking wha hei a ou i e
ac i i y had been his e m. The esul s o bo h ques ionnai es we e analysed
quan i a i ely and a e p esen ed and discussed in he nex sec ion.
2.4.5. Teaching Jou nal
Ano he impo an ool in his esea ch p ojec was he no es aken by he eache
du ing and a e he lessons. No es we e aken while s uden s we e on ask o egis e any
ele an obse a ions and immedia ely a e he lesson. No es we e used o supplemen
he analysis o he ansc ip s, o help me e lec and hink o solu ions o di icul ies aced
du ing he lessons and also o ga he da a on s uden s’ a i udes owa ds speaking and
wo king in pai s h oughou he p ac icum.
3. Resul s
In his sec ion, I shall p esen and analyse he esul s ob ained h oughou his
s udy, in o de o answe he esea ch ques ions.
3.1. Da a Analysis
3.1.1. Fi s se o o mulaic sequences – p e- ask es 1
Be o e ha ing any p ac ice wi h he o mulaic sequences selec ed, s uden s
answe ed he i s p e- ask es (Appendix D) in which hey we e asked o o ganize
sen ences o ming wo ques ions and hei co esponding answe s. Thei pe o mance
was analysed quan i a i ely.
The esul s a e shown in Figu e 1. As we can see, 11 ou o 30 s uden s we e
able o o m bo h ques ions and answe s co ec ly, 8 we e able o o m only he ques ions,
14
2 only he answe s and 9 s uden s could o m nei he ques ions no answe s. Based on
hese esul s, i was obse ed ha mos lea ne s (19) we e able o o m ques ions using
he chunk “Do you e b?” and almos hal o he g oup (13 s uden s) we e able o o m
he answe s “Yes, I do” and “No, I don’ ”. This mean ha he chunks selec ed we e no
comple ely new o hem. Lea ne s had encoun e ed hese chunks b ie ly in he p e ious
week du ing hei lesson wi h my coope a ing eache , bu had no been asked o use he
language.
Figu e 1 – P e- ask es 1 esul s
3.1.2. Fi s se o o mulaic sequences – Task 1
Du ing he i s in e ac ion, s uden s we e asked o p epa e h ee di e en
ques ions be o e alking o wo classma es. Fo he pu pose o his p ojec , only he
in e ac ions o ou dyads we e eco ded (Pai s 1, 2, 10 and 12). All child en we e able o
comple e he ask success ully. Howe e , analysing he eco dings i is possible o
obse e he di e ences in lea ne s’ pe o mances acco ding o hei knowledge o
English. O e all, lea ne s did no show di icul ies wi h p onuncia ion, bu , as seen below,
he e we e momen s o epe i ion, pauses and he omission o some wo ds in u e ances.
Al hough lea ne s had ime o p epa e he ques ions hey we e going o ask, and
chunks we e w i en on he boa d, i was clea ha mos s uden s we e ocused on he
social aspec o he ask, on collec ing hei classma es’ answe s. As we can see in exce p
1 below, Pai 10 a ou ed meaning and mu ual comp ehension o e o m.
Exce p 1
1 Adam: Do you play games?
2 Pompom: Yes. Do you (3.0) wa ch ilms?
3 Adam: Yes, I don’ . Do you wa ch ilms?
4 Pompom: Yes.
0
2
4
6
8
10
12
Only
Ques ions Only
Answe s Ques ions
and
Answe s
Nei he
P e- ask es 1 esul s
Numbe o s uden s who answe ed co ec ly
15
5 Adam: Do you (2.0) lis en o music?
6 Pompom: Yes. Do you: spo s? Do you spo s? Do you spo s? Yes?
7 Adam: Yes, I don’ .
8 Pompom: Do you lis en o music?
9 Adam: É… sim. (( .: Hum… yes))
10 Pompom: Yes.
The abo e s uden s we e unable o use he answe chunks accu a ely a his s age.
Pompom only eplied wi h “Yes” in lines 2, 4, 6 and 10, which al hough is a mo e
au hen ic way o using he language, did no ma ch wha was equi ed. In an a emp o
p oduce he comple e sequence, Adam combined he a i ma i e and he nega i e in lines
3 and 7, and by he end o he in e ac ion he e en eso ed o L1 (line 9), e en hough his
pa ne ied o co ec him. I is wo h poin ing ou ha Pompom did no no ice o was
no con used by Adam’s “Yes, I don’ ” answe s, as she p obably only e ained he
meaning ca ied by he wo d “yes” and igno ed he second ph ase. A he end o he
in e ac ion, again ocusing on meaning, Pompom ansla ed Adam’s answe be o e
w i ing i down, epea ing i o show ha she had unde s ood.
The ques ion chunk was used co ec ly mos imes, bu as we can see in line 6,
Pompom did no add he e b “do” be o e “spo s”. Acco ding o my eaching jou nal,
“mos s uden s omi ed he second do”. This p obably happened because young lea ne s
end o ocus on meaning and no o be a en i e owa ds g amma , hus hey did no see
he di e ence be ween “do” as an auxilia y e b and “do” as he main e b. The epe i ion
o he ques ion in line 6 migh be unde s ood as an e o o make he sel clea o e en o
call he pa ne ’s a en ion. In his in e ac ion bo h Adam and Pompom only paused once
(lines 2 and 5) and in he same place, be ween “Do you” and he e b ph ase, he ixed
ame and he a iable pa o he sen ence. These momen s o hesi a ion wi h un illed
pauses we e likely aken as ime o connec he ixed and a iable pa s o he sen ence.
Pai 2 was also able o pe o m Task 1 success ully, and as we can see in he
exce p below, also a ou ed meaning o e o m.
Exce p 2
1 Ha y Po e : Do you lis en o music?
2 Fo ni e: Yes- Yes, I do.
3 Ha y Po e : Do you play games?
4 Fo ni e: Yes, I do.
5 Ha y Po e : Do you do spo s?
16
6 Fo ni e: Yes, I do. Do spo s?
7 Ha y Po e : Yes.
8 Fo ni e: Play games?
9 Ha y Po e : Yes.
10 Fo ni e: Use a compu e ?
11 Ha y Po e : Yes.
While Ha y Po e was able o use he ques ion chunks accu a ely (lines 1, 3 and
5), Fo ni e comple ely omi ed he auxilia y e b and he subjec in lines 6, 8 and 10 e en
hough he had jus hea d his pa ne ask he ques ions. This is ano he example o how
child en end o ocus only on he pa s o he sen ences which ca y meaning. This e o ,
howe e , did no in e e e in his pa ne ’s unde s anding as we can see om he answe s,
because she also a ou ed meaning o e o m. Al hough he ailed o use he ques ion
chunks, Fo ni e co ec ed himsel in line 2 and only answe ed wi h “Yes, I do” o all
ques ions e en wi h a momen o hesi a ion on line 2 when he epea ed “Yes”. On he
o he hand, Ha y Po e only answe ed wi h “yes” (lines 7, 9 and 11), simila ly o wha
happened wi h pai 10 in exce p 3. S icking o sho u e ances and o en omi ing he
ques ion chunk, his dyad did no make any pauses.
3.1.3. Fi s se o o mulaic sequences – Task 2
The ollowing week, lea ne s pe o med Task 2, in which hey had o di ide he
mini-ca ds in o wo g oups and compa e hei answe s. Al hough he e was only a sho
pe iod o ime be ween he p e ious eco ding and he one ansc ibed below, i is possible
o see some di e ence in Pai 10’s p oduc ion.
Exce p 3
1 Pompom: Do you use a compu e ?
2 Adam: Yes.
3 Pompom: Do you do spo s?
4 Adam: No.
5 Pompom: Play game... Do you play games?
6 Adam: Yes. Do you make hings?
7 Pompom: Wha ?
8 Adam: Do you make hings? Faz cenas. (( : make hings))
9 Pompom: Yes, I do.
17
10 Adam: Do you pain pic u es?
11 Pompom: Yes, I do: [singing].
He e, s uden s we e able o use he language and he chunks, e en hough hey
did no ha e he ime o p epa e he ques ions as hey did he i s ime. They we e singing
some o he ques ions and answe s play ully and acco ding o my eaching jou nal on he
10 h o Oc obe , “some s uden s came up wi h hei own ques ions, using e bs ha we e
no augh in class” (e.g. “Do you swim?”). Compa ing wi h exce p 2, du ing his second
ask lea ne s did no make as many pauses o hesi a e, hough on line 5, Pompom’s ini ial
epe i ion migh be in e p e ed as a illed pause, while she hough o how o s uc u e he
ques ion. No only a e hei u e ances mo e luen (wi h ewe pauses), bu also hei use
o he o mulaic sequences is accu a e and comple e. As we can see, al hough Adam s ill
used only sho “Yes/No” answe s, Pompom s a ed using he whole chunk “Yes, I do”
(lines 9 and 11). She also asked he ques ion “Do you do spo s?” co ec ly in line 3,
some hing she had no been able o do p e iously.
Unlike pai 10, no all lea ne s showed a signi ican imp o emen in his second
in e ac ion. In he exce p below, Pai 4 was able o comple e he ask, bu pa ially ailed
o use he o mulaic sequences.
Exce p 4
1 Ib ahimo ić: Do you wa ch ilms?
2 Milk Cake: No. Ago a sou eu (( : Now i ’s me)). Do you spo s?
3 Ib ahimo ić: Yes.
4 Milk Cake: Help people?
5 Ib ahimo ić: No.
6 Milk Cake: Go on excu sions?
7 Ib ahimo ić: Yes. Do you make hings?
8 Milk Cake: No.
9 Ib ahimo ić: No. Play games?
10 Milk Cake: Yes, I do.
E en hough Ib ahimo ić began he in e ac ion using he o mulaic sequence
co ec ly (line 1) and again in line 7, his use o he ques ion chunk was inconsis en as we
can see in line 9. Milk Cake, on he o he hand, only used he ques ion ame in line 2; in
lines 4 and 6 she omi ed he auxilia y e b and he subjec (like Fo ni e in exce p 2),
a ou ing he e b ph ases which con ained mo e meaning. She omi ed he second “do”
in line 2, making he same mis ake as many o he lea ne s and as Pompom in exce p 1,
24
14 S a : Has i go a ee?
15 RDT: A ee? Tee h!
16 S a : Tee h! Has i go a ee h?
17 RDT: Yes.
18 S a : I ’s go a ail?
RDT began he in e ac ion using he ques ion ame co ec ly, no using “a”
be o e he noun as i is a egula plu al noun ending in –s (line 1) and using i on line 3,
be o e a singula noun. Ne e heless, he used he a icle be o e “ ee h” in line 5, as
F ancisco Galinha had done in exce p 10; a mis ake ha was epea ed by his pa ne in
lines 14 and 16. I is in e es ing o no ice how he p oceeded o co ec S a ’s p onuncia ion
explici ly in line 15, e idencing once again how lea ne s can help each o he s’ language
acquisi ion ac i ely du ing o al in e ac ion. Al hough RDT was able o use he ques ion
chunk, his pa ne ’s use o he o mulaic sequence was no as consis en , as shown in line
18, when she eso ed o ano he chunk, one she was p obably mo e amilia wi h. None
o hem used he answe chunks, e en hough hey we e w i en on he boa d. The
u e ances we e e y sho , he e o e, he e we e no many pauses, only one momen o
hesi a ion and epe i ion in line 7. Ano he in e es ing momen in his exce p is how RDT
checked he in o ma ion he had ecei ed in line 9. He did no know how o ask “Isn’ i a
ige ?” o “No a ige ?”, he e o e he used he wo ds he had o exp ess wha he wan ed
and was easily unde s ood. His ising in ona ion as well as con ex we e p obable ac o s
ha acili a ed unde s anding. As we can see, lea ne s we e also no used o asking
ques ions wi h “Is i a noun?” and used he a i ma i e o m “I ’s a noun” wi h ising
in ona ion. They had no been asked o use his chunk explici ly be o e, al hough hey had
ce ainly encoun e ed i many imes in he pas , as i is a e y common sen ence used by
eache s o EFL.
3.1.7. Second se o o mulaic sequences – pos - ask es
E en hough he eco dings o his o al ask show ha some lea ne s’ use o he
chunks was s ill no qui e accu a e, he esul s o he pos - ask es (a ques ion in he
second o mal es : Appendix J), sugges ha lea ning did ake place. Fo he pu pose o
his s udy, spelling mis akes (e.g. “hasn ”) we e no conside ed ele an mis akes in he
esul s shown in Figu e 3.
25
Figu e 3 – Pos - ask es 2 esul s
One mon h a e lea ne s had aken p e- ask es 2, he meaning o he chunks
was clea and hei s uc u e seems o ha e been acqui ed. In he p e- ask es only 9
s uden s (30% o he g oup) we e able o w i e he “Has i go a noun?” chunk and 5
(16,6%) we e able o w i e “Yes, i has”. As we can see om he g aph abo e, by he end
o his uni o wo k, only 3 s uden s (10% o he g oup) we e no able o p oduce bo h
ques ions and answe s co ec ly in w i ing. As p e iously men ioned, due o ime
cons ain s, he e was no an oppo uni y o do and eco d an o al pos - ask es o his
se o chunks.
The analysis o he esul s in his sec ion sugges ha by using he gi en chunks,
lea ne s we e able o engage wi h he language and success ully comple e a leas h ee
spoken asks in pai s. I also can be said ha hei language use imp o ed wi h p ac ice
as hei u e ances became mo e accu a e (no omi ing wo ds and co ec ing he
p onuncia ion o he /h/ sound, o example) pauses became less equen and hus
u e ances became mo e luen .
3.1.8. Ques ionnai es
P io he in oduc ion o any ocabula y and p e- ask es s, s uden s we e gi en
a ques ionnai e (Appendix M) o disco e hei abili ies and belie s owa ds speaking in
English. One s uden was absen on he day hey ook he ques ionnai e, so 29 s uden s
answe ed i . The esul s sugges a posi i e a i ude and a gene al openness owa ds
speaking English in he class oom. Howe e , s uden s we e no qui e con iden abou hei
abili y o ac ually speak and unde s and English. 41% o he g oup answe ed hey we e
“mo e o less” able o speak and almos 50% answe ed hey we e “mo e o less” able o
lis en and unde s and. Al hough mos lea ne s ag eed ha i was impo an o do speaking
ac i i ies, 21% said hey disag eed.
0
10
20
30
Only
Ques ions Only
Answe s Ques ions
and Answe s Nei he
Pos - ask es 2 esul s
Numbe o s uden s who answe ed co ec ly
26
In he end o he e m, he ques ionnai e was epea ed wi h one mo e sen ence
ega ding s uden s’ eelings owa ds speaking ac i i ies and one open ques ion abou he
ac i i y hey enjoyed doing he mos his e m. All 30 s uden s we e p esen and answe ed
he second ques ionnai e (Appendix N). The esul s o bo h ques ionnai es a e shown in
Table 4.
Table 4 – Ques ionnai es esul s
Compa ing he esul s, a gain in lea ne s’ con idence in speaking is e iden .
The e was a 12% inc ease in he numbe o lea ne s who hink hey a e able o speak
English wi h a pa ne and a 21% inc ease in he numbe o s uden s who belie e speaking
ac i i ies a e impo an . This can be in e p e ed as a esul o how doing o al asks ga e
he child en a eeling o accomplishmen and made hem ealize how capable o
communica ing hey we e. The class oom language in he second sen ence was no
explici ly augh bu a he encou aged by he eache ’s own use o he ph ases and only
1 s uden answe ed he/she did no use hem. O e all, by he end o his s udy, lea ne s
seemed o ealize hey we e able o speak English o communica e (wi hin hei limi s),
o eel mo e com o able du ing such ac i i ies and o ecognize hem as lea ning
oppo uni ies.
The open ended ques ion abou which ac i i y lea ne s had enjoyed doing he
mos du ing his e m had se e al answe s ha could be g ouped in o ou ca ego ies, as
shown in Table 5.
Table 5 – Ac i i ies s uden s enjoyed he mos
Ques ionnai e 1
Ques ionnai e 2
YES
MORE
OR LESS
NO
YES
MORE
OR LESS
NO
I am able o speak English wi h my
classma es du ing ac i i ies in pai s.
16
(55%)
12 (41%)
1 (4%)
20
(67%)
10 (33%)
0
I use ph ases like “Good mo ning!”, “How
a e you?” and “Can I go o he oile ,
please?” when alking o he eache .
16
(55%)
9 (31%)
4
(14%)
19
(63%)
10 (33%)
1 (4%)
I am able o unde s and s o ies and
dialogues I lis en o in English.
14
(48%)
14 (48%)
1 (4%)
16
(53%)
11 (37%)
3
(10%)
I belie e i is impo an o do ac i i ies ha
in ol e speaking English in class.
23
(79%)
0
6
(21%)
30
(100%)
0
0
I like doing ac i i ies ha in ol e speaking
English in class.
26
(87%)
4 (13%)
0
27
Ac i i y
Numbe o s uden s/Pe cen age
Mini-ca ds games
12 (40%)
Guessing game (animal body pa s)
5 (17%)
“Lis en and do” games
4 (13%)
Gene al pai wo k
5 (17%)
*Did no answe
4 (13%)
As we can see in he able abo e, all he ca ego ies wi h he excep ion o “Lis en
and do” games in ol ed o al in e ac ion and pai wo k ( he mini-ca ds games we e done
in pai s, as exempli ied in he me hodology sec ion). The e o e, almos 74% o s uden s
picked ac i i ies ela ed o speaking, meaning hey had a posi i e expe ience wi h hose
and showing a posi i e a i ude owa ds speaking.
3.1.9. Obse ing lea ne s’ a i udes
Acco ding o my eaching jou nal, lea ne s kep “asking o epea some o he
asks wi h mini-ca ds” (No embe 29 h). O e all, hey seemed o enjoy he lessons and
el accomplished being able o comple e he asks. I is wo h men ioning ha Fo ni e
was he boy who used o ha e a hea ing impai men and had di icul y ollowing he
lessons. He was e y shy wi h me and o en dis up i e; he did no enjoy
lis ening/wa ching s o ies o wo king on he cou sebook. Howe e , du ing he o al asks,
he was always in e es ed. Acco ding o my lea ning jou nal, “Fo ni e is usually easily
dis ac ed bu was eally engaged in he communica i e ask wi h his pa ne ” (Oc obe
7 h). This is an example o how o al in e ac ion be ween pee s can be mo i a ing o
lea ne s who a e o en unin e es ed. Speaking ac i i ies done in pai s became a way o
keep his lea ne in e es ed, p o ided him wi h a sa e, less h ea ening space in which he
el com o able o speak and ga e him an enjoyable pu pose o use English (playing a
guessing game, o example).
The esul s p esen ed p e iously sugges ed ha by aking isks pe o ming he
asks, comple ing he asks success ully and wo king in pai s con ibu ed o c ea e a
posi i e a i ude owa ds speaking English. Acco ding o he ques ionnai es, s uden s who
we e no e y con iden in hei abili y o speak a i s became g adually mo e sel -
assu ed and some e en changed hei minds ega ding pai wo k and he impo ance o
doing such ac i i ies.
28
3.2. Discussion and conclusion
3.2.1. Resea ch ques ions and indings
The pu pose o his s udy was o explo e and desc ibe he connec ion be ween
o al in e ac ion and o mulaic language, o ind ou how hese wo widely s udied
elemen s could mee and suppo each o he in a p ima y English class oom and o
examine i and how lea ne s a i udes owa ds speaking English was in luenced by aking
pa in pee in e ac ion. The eaching and ein o cemen o he use o selec ed chunks,
allowed lea ne s o comple e he communica i e asks success ully wi hou analysing he
language syn ac ically o in a wo d le el. The epea ed use o he chunks in enjoyable and
meaning ul si ua ions seemed o ha e con ibu ed o language lea ning, o imp o e
lea ne s’ p oduc ion and o os e a posi i e a i ude owa ds speaking in class.
Da a analysis showed ha by he end o each uni o wo k, lea ning had aken
place as lea ne s we e be e able o p oduce he chunks. Rega ding he i s g oup o
chunks es ed, compa ing lea ne s’ p oduc ion he i s ime hey used he o mulaic
sequences wi h he las ime, i is clea ha he e was an imp o emen in luency
(conside ing he gene al luidi y o s uden s’ speech, a smalle numbe o pauses) and
accu acy (p oximi y o he gi en o mulas). Howe e , as said p e iously, he e was no
an oppo uni y o assess any changes in lea ne s’ o al p oduc ion o he second se o
o mulaic sequences.
Rega ding lea ne s’ a i udes owa ds speaking English in class, he analysis o
he ques ionnai es esul s and he no es quo ed om my eaching jou nal sugges ha
mos lea ne s enjoyed wo king wi h hei pee s and, wi h ime and p ac ice, el
inc easingly a ease and con iden abou hei speaking skills. All s uden s bene i ed om
in e ac ing wi h a pee , especially mo e insecu e and shy s uden s such as Fo ni e.
3.2.2. Rele ance o o al in e ac ion and he use o o mulaic sequences
Gi en he esul s p esen ed in he p e ious sec ion, i is clea ha o al in e ac ion
be ween young lea ne s is no only possible, bu ac ually essen ial o hei de elopmen .
The Po uguese Me as Cu icula es de Inglês – 1º Ciclo (B a o, C a o & Dua e, 2015)
p opose ha he main goal o g ades 3 and 4 is he de elopmen o o al skills; some hing
ha can only be achie ed h ough p ac ice. In a class o hi y s uden s, such as he one
in his s udy, i would be physically impossible o all lea ne s o in e ac wi h he eache
29
in one lesson. Addi ionally, as demons a ed be o e, i is no only he eache who is able
o suppo s uden s’ p oduc ion; pee s suppo each o he , ei he by co ec ing one
ano he ’s p onuncia ion o cla i ying he meaning o a ce ain ph ase. Many a e he
bene i s o o al in e ac ion, as de ended since he beginning o his epo and, as he
esul s sugges , o mulaic sequences can be used o p omo e he in e ac ion a he same
ime he child en acqui e he language in chunks ha can be b oken down o expanded in
he u u e.
The eaching o o mulaic language is one way o enabling s uden s o p oduce
whole sen ences wi hou explici g amma explana ions. Knowing hey a e s ill in a
conc e e s age o hinking (Piage , 1954) and ha abs ac ion o concep s such as
me alanguage is s ill a challenge, alking o young lea ne s abou e b o ms and wo d
unc ions is qui e a challenge and, as was demons a ed he e, unnecessa y. P esen ing
language as indi idual wo ds will always be a s a ing poin , bu showing and helping ou
lea ne s o o m sen ences o communica e is wha lea ning and eaching any o eign
language should be abou . Once again, as demons a ed in he p e ious sec ion, he
acquisi ion o o mulaic sequences is he same as he acquisi ion o indi idual wo ds; i
akes ime and epe i ion (o exposu e and o p ac ice). I is wo h emembe ing ha by
ac ually using a language, lea ne s mo e o wa d no only in hei language acquisi ion
bu also de elop essen ial social skills, which hey will use h oughou hei li es.
3.2.3. Re lec ion o e he AR
This esea ch p ojec has gi en me he oppo uni y o lea n abou wha lies
behind p ac ices ha I ha e always ied o inco po a e in o my lessons. Th ough his
s udy, I s a ed gaining a g ea e unde s anding o he impo ance o pee o al in e ac ion,
how i suppo s lea ning and child de elopmen , o how o mulaic sequences can be
s o ed and e ie ed om memo y wi h he same “e o ” as indi idual wo ds and
he e o e possibly au oma ized. I has also augh me ha al hough some ini ial esis ance
migh be aced, a e expe iencing si ua ions in which hey ha e o in e ac in a sa e and
encou aging en i onmen (which does no mean co ec ion- ee), o e all, lea ne s gained
con idence in hemsel es and in hei abili y o communica e. I is also possible o a i m
ha by he end o his p ojec , lea ne s had widened hei epe oi e o no only indi idual
ocabula y i ems, bu also o sen ences which will be used and expanded h oughou hei
s udies.
30
A e comple ing his s udy, I can now look back and see wha could ha e been
done di e en ly in o de o eally os e lea ne s’ capaci y o communica e using he
selec ed chunks (i.e. doing mo e o al asks) o o go e en u he (i.e. p o iding samples
and encou aging he use o mo e p ocedu al language sequences). Al hough wel e weeks
is a no ably sho pe iod o ime o each, p ac ice and es di e en se s o o mulaic
sequences, an ini ial long e m plan should ha e been mo e ca e ully done in o de o
make da a collec ion iche . Addi ionally, I ecognize ha in ce ain se ings i is di icul
o ma ch e e yone’s expec a ions ( he pa en s’, he school boa d’s, my coope a ing
eache ’s and my own), especially when i comes o assessmen and cou sebook use, and
s ill ind he ime o se up oppo uni ies o communica ion.
3.2.4. Fu u e esea ch
In o de o be e unde s and how o mulaic sequences and o al in e ac ion a e
in e connec ed, a longe p ojec would be desi able o ollow lea ne s’ de elopmen mo e
closely, o be e assess which chunks we e eally acqui ed o e ime and o measu e
changes in lea ne s’ p oduc ion. I would also be in e es ing o conduc a s udy wi h
con ol g oups ha do no ha e oppo uni ies o pee -o al in e ac ion o who in e ac wi h
a di e en o m o ins uc ions (wi hou ocusing on chunks, o example).
Fu he mo e, a s udy ha esea ched how o mulaic sequences can be s e ched
o e ime, which elemen s o a chunk a e i s acqui ed and wha eache s can do in class
o i ha in o hei p ac ice would be ele an o many. Finally, i would also be
in e es ing o in es iga e how using hese sequences in such ea ly s ages o language
lea ning will e lec on lea ne s’ u u e abili y o analyse language.
31
Re e ences
B a o, C., C a o, A., & Dua e, E. (2015). Me as cu icula es de Inglês – 1º Ciclo.
Minis é io da Educação e Ciência, Di eção-Ge al da Educação. Re ie ed om:
h ps://www.spn.p /Media/De aul /In o/10000/400/90/1/me as_cu icula es_de_in
gles_1_ciclo.pd .
B e Blasco, A. (2017). A wo-yea longi udinal s udy o h ee EFL young lea ne s’
o al ou pu : The de elopmen o syn ac ic complexi y and accu acy. In M. del P.
Ga cía Mayo (Ed.), Lea ning o eign languages in p ima y school: Resea ch
insigh s (pp. 176-192). B is ol: Mul ilingual Ma e s.
Bu ns, A. (2010). Doing ac ion esea ch in English language eaching: A guide o
p ac ione s. New Yo k: Rou ledge.
Dunn, O. (2012). In oducing English o young child en: Spoken language. London:
Collins Educa ion.
Ellis, N. (2002). F equency e ec s in language p ocessing: A e iew wi h implica ions
o heo ies o implici and explici language acquisi ion. Re ie ed om:
h ps://doi.o g/10.1017/S0272263102002024
F ei e, P. (2015). Pedagogia do op imido. Rio de Janei o: Paz & Te a.
Halliwell, S. (1992). Teaching English in he p ima y class oom. Ha low: Longman.
Ha ami, S. (2014). Teaching o mulaic sequences in he ESL class oom. TESOL
Jou nal, 6(1), 112–129. doi:10.1002/ esj.143
Ke s en, S. (2015). Language de elopmen in young lea ne s: The ole o o mulaic
language. In J. Bland (Ed.), Teaching English o young lea ne s: C i ical issues in
language eaching wi h 3-12 yea olds (pp. 129-145). London: Bloomsbu y.
Leslie, C. E. (2015). Pee in e ac ion and lea ning oppo uni ies in cohesi e and less
cohesi e L2 class ooms. (Ph.D. hesis). Re ie ed om:
h ps:// un.unl.p /bi s eam/10362/17166/1/Ph.D%20 hesis.pd
Mackey, A. & Philp, J. (1998). Con e sa ional in e ac ion and second language
de elopmen : Recas s, esponses, and ed he ings? The Mode n Language
Jou nal, 82, iii. (pp. 338-356)
Nguyen, H. & La sen-F eeman, D. (2018). Using asks o each o mulaic sequences:
In e indi idual and in aindi idual a ia ion. In M. Ahmadian, & M. P. Ga cía
Mayo (Eds.), Recen pe spec i es on ask-based language lea ning and eaching.
Bos on/Be lin: Wal e de G uy e Inc.
32
Oli e , R. (1998). Nego ia ion o meaning in child in e ac ions: The ela ionship
be ween con e sa ional in e ac ion and second language acquisi ion. The Mode n
Language Jou nal, 83 (3), 372-386.
Oli e , R. & Philp, J. (2014). Focus on o al in e ac ion. Ox o d: Ox o d Uni e si y
P ess.
Philp, J. (2013). Nego ia ion o meaning. In P. Robinson (Ed.), The Rou ledge
encyclopaedia o second language acquisi ion (pp. 458-462). London: Rou ledge.
Philp, J., Adams, R., & Iwashi a, N. (2013). Pee in e ac ion and second language
lea ning. New Yo k: Taylo & F ancis.
Philp, J. & Duchesne, S. (2008). Ins uc ed language lea ning in he ea ly yea s o
educa ion. In J. Philp, A. Mackey, & R. Oli e (Eds.), Second language
acquisi ion and he younge lea ne : Child’s play? (pp. 83-104). Philadelphia:
John Benjamins B.V.
Piage , J. (1954). The de elopmen o objec concep . In J. Piage & M. Cook
(T ans.), The cons uc ion o eali y in he child (pp. 3-96). New Yo k, NY, US:
Basic Books.
Read, C. & O me od, M. (2018). New ige 3: Essen ial ac i i y book. London:
Macmillan Educa ion.
Read, C. & Sobe ón, A. (2009). Bugs wo ld se ies. London: Macmillan Educa ion.
Sa o, M. (2013). Belie s abou pee in e ac ion and pee co ec i e eedback: E icacy o
class oom in e en ion. The Mode n Language Jou nal (pp. 611-633). Re ie ed
om: h ps://www.js o .o g/s able/43651696
Schmid , R. (1990). The ole o consciousness in second language lea ning. Applied
Linguis ics, Vol. 11, No. 2. (pp. 129-158). Ox o d: Ox o d Uni e si y P ess
Schmi , N. & Ca e , R. (2004). Fo mulaic sequences in ac ion: An in oduc ion. In: N.
Schmi (Ed.), Fo mulaic sequences: Acquisi ion, p ocessing and use (pp. 1-22).
Philadelphia: John Benjamins B.V.
T ipp, D. (2005). Ac ion esea ch: A me hodological in oduc ion. Re ie ed om:
h p://www.scielo.b /scielo.php?pid=s1517-
97022005000300009&sc ip =sci_a ex & lng=en
Wood, D. (2010). Fo mulaic language and second language speech luency:
Backg ound, e idence and class oom applica ions. London: Con inuum.
Yan, X. (2019). Unpacking he ela ionship be ween o mulaic sequences and speech
luency on elici ed imi a ion asks: P o iciency le el, sen ence leng h, and luency
33
dimensions. TESOL Qua e ly, Vol. 0, Decembe 6. (pp. 1-27). A ailable a :
h ps://doi.o g/10.1002/ esq.556
40
Appendix E: P e- ask es 3
THE TORTOISE
1) hea y shell/ i ’s / a / go
____________________________________
2) go / hasn’ / u / i
____________________________________
3) ? / has / sho legs / i / go
____________________________________
4) has / i / yes,
____________________________________
41
Appendix F: Task 1, class su ey
Adap ed om: New Tige 3: Essen ial ac i i y book. (2018). Macmillan Educa ion.
42
Appendix G: Task 2 mini-ca ds
New Tige 3: Essen ial ac i i y book. (2018). Macmillan Educa ion.
43
Appendix H: Pos - ask es 1
Fo mal Assessmen Tes 1
44
Appendix I: Pos - ask es mini-ca ds and days o he week cha
New Tige 3: Essen ial ac i i y book. (2018). Macmillan Educa ion.
Monday
Tuesday
Wednesday
Thu sday
F iday
45
Appendix J: Pos - ask es 2
Fo mal Assessmen Tes 2
46
Appendix K: P e- ask es 2
I ’s go _______.
Ci cle wha is ue o you:
1. I don’ know he meaning o his ph ase.
(Eu não conheço o signi icado des a ase).
2. I know he meaning o his ph ase.
(Eu conheço o signi icado des a ase).
47
Appendix L: T ansc ip ion con en ions
:
(.)
(3.2)
wo d
CAPITALS
° °
°° °°
< >
( )
→
sim (( .: yes))
T:
[
(( ))
[ inished]
Elonga ion o a syllable
B ie un imed pause
In e al be ween u e ances (in seconds)
Speake emphasis
Loud sound ela i e o su ounding alk
U e ances which a e no iceably quie e han su ounding alk
Whispe ed u e ances
Talk p oduced slowly and delibe a ely
Unclea o unin elligible speech o a emp o ansc ibe such speech
A ea u e o special in e es
Non-English wo ds a e w i en in i alics and ollowed by English
ansla ion in double b acke s
Teache
Indica es o e lap wi h po ion in he nex u n ha is simila ly
b acke ed
Commen s
An app oxima ion o he igh sound in he case o inaccu a e
p onuncia ion.
Figu e 4 – T ansc ip ion con en ions (ab idged om Leslie, 2015, p. 67)
48
Appendix M: Ques ionnai e 1
LETÍCIA’S STUDY QUESTIONNAIRE
Rodeia SIM / MAIS OU MENOS / NÃO de aco do com o que pensa de cada uma
das ases abaixo.
Como gos o de abalha em sala:
Sozinho.
Com um(a) colega.
Em uma equipa pequena.
Com odo o g upo.
Sou capaz de ala em inglês com meus colegas du an e as
a i idades em pa es.
SIM
MAIS OU
MENOS
NÃO
Uso ases como “Good mo ning!”, “How a e you?” e “Can I go o
he oile , please?” ao ala com a p o esso a.
SIM
MAIS OU
MENOS
NÃO
Sou capaz de comp eende his ó ias e con e sas que ouço em
inglês.
SIM
MAIS OU
MENOS
NÃO
Acho impo an e aze a i idades que en ol am ala em inglês na
sala.
SIM
MAIS OU
MENOS
NÃO
A i idades que gos o de ealiza nas aulas de inglês:
Ap ende canções e can á-las.
Ou i his ó ias con adas pela p o esso a ou em ídeos.
Le his ó ias em silêncio.
Con a his ó ias pa a/com um colega.
Faze pe gun as e esponde a um (ou mais) colega(s).
Joga jogos de abulei o.
Joga jogos de adi inhação.
Faze ichas.
Usa os manuais.
49
Appendix N: Ques ionnai e 2
LETÍCIA’S STUDY QUESTIONNAIRE.2
Rodeia SIM / MAIS OU MENOS / NÃO de aco do com o que pensa de cada uma
das ases abaixo.
A a i idade que mais gos ei de aze es e pe íodo oi: _________________________
_______________________________________________________________________
_______________________________________________________________________
Sou capaz de ala em inglês com meus colegas du an e as
a i idades em pa es.
SIM
MAIS OU
MENOS
NÃO
Uso ases como “Good mo ning!”, “How a e you?” e “Can I go o
he oile , please?” ao ala com a p o esso a.
SIM
MAIS OU
MENOS
NÃO
Sou capaz de comp eende his ó ias e con e sas que ouço em
inglês.
SIM
MAIS OU
MENOS
NÃO
Acho impo an e aze a i idades que en ol am ala em inglês na
sala.
SIM
MAIS OU
MENOS
NÃO
Gos o de aze a i idades que en ol am ala em inglês na sala.
SIM
MAIS OU
MENOS
NÃO