A Corpus-Informed Action Research Study of Teaching Formulaic Sequences to Elementary Level L2 Learners of Chinese

Guo, Ziwei (2024) A Corpus-Informed Action Research Study of Teaching Formulaic Sequences to Elementary Level L2 Learners of Chinese PhD thesis, University of Liverpool.

Text 201438426_Mar 2024.pdf - Author Accepted Manuscript Access to this file is embargoed until 1 February 2027. Download (8MB)

Abstract

This thesis presents two studies on the selection and teaching of formulaic sequences (FS) in Chinese as a second language (CSL). FS have been shown to play a vital role in first language (L1) acquisition and are a strong indicator of second language (L2) proficiency, a key factor impacting communicative acts, and they facilitate language processing. Linguistic studies, especially those based on large-scale corpora of L1 and L2 users’ production have shown how FS serve as an important part of inductive construction learning, which complements deductive, grammar-based learning processes (Wulff, 2018). While it is claimed that the phenomenon of formulaic language is not exclusive to a specific language (Buerki, 2020), the role of FS in CSL learning and teaching is under-researched. Study 1 illustrates how Chinese FS can be identified from corpus data to support pedagogical objectives. It develops a corpus-informed, pedagogically targeted FS list for elementary-level L2 learners of Chinese using two corpus analysis methods. The first method searches a corpus for occurrences of phrases previously identified using non-corpus methods (Hyland, 2000; Liu, 2012). The second method identifies phrases by generalising collocations frequently occurring around a single word-pivot concordance search (Shin & Nation, 2008). Corpus analysis and manual intervention were employed, alongside a set of criteria to select phrases suitable for pedagogical purposes, such as pragmatic salience, L1 incongruency, and deceptive transparency. This process led to two lists: Method 1 produced 388 items, many of which are situation-bound utterances (SBUs), while Method 2 resulted in 59 FS, including collocations, guanyongyu (phraseological expressions), and semi-fixed conjunctive expressions. The results of the two corpus analysis methods are presented and discussed. Study 2 applies the FS lists produced in Study 1 to CSL classes at a sixth form college in the UK. It employs an action research (AR) approach to explore the teaching of these corpus- informed FS, enabling iterative refinement of instructional practices through reflective analysis of each teaching cycle. The participants were adolescent L2 learners of Chinese who received explicit instruction in FS, including corpus-informed FS handouts, memorization and dictation exercises, and FS-focused classroom activities such as cued production and role play. Data collection instruments included learning diaries, teacher journals, and semi-structured interviews to explore both learners’ and the teacher’s perceptions and attitudes toward explicit instruction over three cycles spanning two semesters. The findings indicate generally positive perceptions from both the teacher and learners regarding the instruction of corpus-informed FS. However, students suggested incorporating more conversational practice, frequent exposure, and audio input to enhance language learning and retention. The teacher’s observations and reflections highlighted that the method of input repetition influenced student performance, and that the development of formulaicity may not follow a singular, ritualized pathway. This thesis concludes by offering two key contributions: one methodological, which pertains to future corpus-based and acquisition-oriented research on Chinese (and potentially other languages); and another pedagogical, which highlights classroom-oriented implications from the perspective of teaching and learning CSL. Limitations of the thesis are acknowledged, and directions for future research are suggested.

Item Type:	Thesis (PhD)
Divisions:	Faculty of Humanities & Social Sciences Faculty of Humanities & Social Sciences > School of the Arts
Depositing User:	Symplectic Admin
Date Deposited:	20 Aug 2025 14:40
Last Modified:	20 Aug 2025 14:40
DOI:	10.17638/03189777
Supervisors:	Oakey, David ORCID: 0000-0001-7936-8315 Jones, Christian
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3189777
Disclaimer:	The University of Liverpool is not responsible for content contained on other websites from links within repository metadata. Please contact us if you notice anything that appears incorrect or inappropriate.