Improving second language academic presentations with formulaic sequences

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This paper describes an action research study involving teaching formulaic sequences to a group of students on an English language course at a Japanese university with the aim of improving their academic presentations. Participants were exposed to a set of presentation-specific formulaic sequences through various consciousness raising tasks and instructed to memorize and use the sequences they had learned in two subsequent presentations. Quantitative and qualitative analysis of the language data from these presentations revealed that this approach was beneficial for almost all of the learners, regardless of their English proficiency.

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