Cultivation of Oral English Competence among Chinese Mainland EFL Learners from the Perspective of Formulaic Sequences

Wang Yingchen, Maria Shu Hong Bee Abdullah, Duan Xiaoming, Soo Ruey Shing, Intan Safinas Mohd Ariff Albakri, Hema Vanita Kesevan


This paper aims to review the ideal language input and output unit based on formulaic sequences and the theoretical assumptions underlying input and output hypotheses in view of the relatively low oral English competence among EFL learners in Mainland China. Adopting a theoretical literature review approach, the authors have scrutinized the internal relationship among formulaic language, input and output hypotheses, and oral English competence based on the review. Our review showed that besides comprehensive input material, which has always been the Chinese EFL teachers' sole focus in teaching oracy skills, output opportunities connected with formulaic language should also be highly emphasized to increase students' oral competency. Implications: In light of this, several suggestions are offered to help cultivate Chinese EFL students' oral performance, namely 1) raising awareness of formulaic sequences, 2) broadening the channels of input of formulaic sequences, and 3) creating more opportunities based on formulaic sequences for students to practice speaking EFL classroom. This research reviews the ideal EFL teaching and learning unit from a new perspective by integrating input and output hypotheses with formulaic sequences. The highlight on creating authentic output opportunities based on formulaic language has been ignored in the past oracy skills teaching practice. This provides a solid theoretical foundation and implications for future EFL teaching practice in Mainland China.


Keywords: formulaic sequences, oral English competence, input and output hypothesis, teaching performance.


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