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Replication research in pedagogical approaches to spoken fluency and formulaic sequences: A call for replication of Wood (2009) and Boers, Eyckmans, Kappel, Stengers & Demecheleer (2006)

Published online by Cambridge University Press:  16 November 2017

Haidee Thomson ,
Frank Boers  and
Averil Coxhead
Haidee Thomson
Affiliation:
School of Linguistics and Applied Language Studies, Victoria University of Wellington, Haidee.Thomson@vuw.ac.nz, Frank.Boers@vuw.ac.nz, Averil.Coxhead@vuw.ac.nz
Frank Boers
Affiliation:
School of Linguistics and Applied Language Studies, Victoria University of Wellington, Haidee.Thomson@vuw.ac.nz, Frank.Boers@vuw.ac.nz, Averil.Coxhead@vuw.ac.nz
Averil Coxhead
Affiliation:
School of Linguistics and Applied Language Studies, Victoria University of Wellington, Haidee.Thomson@vuw.ac.nz, Frank.Boers@vuw.ac.nz, Averil.Coxhead@vuw.ac.nz
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Abstract

The focus of this paper is replication research in pedagogical approaches to spoken fluency and formulaic sequences, and in particular, a call for replication of two often cited studies: Wood (2009) and Boers, Eyckmans, Kappel, Stengers & Demecheleer (2006). We begin by presenting a brief background to fluency and formulaic language, and pedagogical approaches to the development of these two aspects of learning in a second (L2) or foreign language. We then move on to our two original studies of pedagogical interventions in formulaic sequences and spoken fluency – Wood (2009) and Boers et al. (2006) – and suggest possible approaches to replication for both.

Type
Replication Research
Information
Language Teaching , Volume 52 , Issue 3 , July 2019 , pp. 406 - 414
Copyright
Copyright © Cambridge University Press 2017 

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