On the Role of Media Input in the Learning of Formulaic Sequences by EFL Learners

Creative Commons License


TESL CANADA JOURNAL, vol.34, no.3, pp.93-110, 2017 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 34 Issue: 3
  • Publication Date: 2017
  • Doi Number: 10.18806/tesl.v34i3.1275
  • Journal Indexes: Emerging Sources Citation Index (ESCI), EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, DIALNET
  • Page Numbers: pp.93-110
  • Hacettepe University Affiliated: Yes


This study examined the role of media on the learning of formulaic sequences (FSs) by advanced English as a Foreign Language (EFL) learners (n = 40) enrolled in an English Language Teaching (ELT) program at a government university in Turkey. The learners were divided into experimental and control groups. The instrument involved clips from two American television series. Over the course of 3 weeks, the learners in the experimental group received training in 30 FSs through watching the video clips. The control group learned the FSs through training only. In order to determine the extent to which learners learned and retained the FSs, the learners in both groups were given both a posttest and a delayed posttest. Independent-samples t-tests were conducted to compare the two groups with respect to the learning and retention of FSs. The results showed that the experimental group had significantly higher rates of retention of FSs. Several pedagogical considerations regarding the teaching of FSs to English as a second language (ESL) and EFL learners are discussed.