4.2. The relationships between the participants’ formulaic performance and
4.2.1. The participants’ learning factors
In order to gain a comprehensive understanding of learners’ formulaic performance, it is important that those errors are examined in consideration of learners’ learning factors. The information discussed below was extracted from 41 questionnaire responses and does not speak for the nine participants who declined the questionnaire.
4.2.1.1. The participants’ English learning background
Figure 4.8 shows the age when the participants first started learning English. 61% of the participants stated that they learned English from the age of 5 to 10. 34.1% started after the age of 10. Only 4.9% started earlier, before the age of 5.
Figure 4.8. The participants’ starting age
The small difference in the participants’ starting age was to be expected as it aligns with Vietnam Ministry of Education and Training’s Decision No.
3321/QD-BGDDT (Ministry of Education and Training, 2010) requiring English to be taught since Grade 3, effective 2010. Considering the age range of the participants (20-21 years old), it makes sense that almost all of them started learning English around these ages – similar to most Vietnamese students of the same age range.
Before 5 years old
4.90%
5 to 10 years old 61%
After 10 years old 34.10%
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Figure 4.9 shows the different learning contexts reported by the participants. In addition to formal classes at school, most of them learned English in other contexts as well, with the exception of 17.1% who claimed to study English at school only.
Figure 4.9. The participants’ learning contexts
The majority of the participants studied English at school, at English centers, and at home. One participant stated that they learned in English learning groups, while another mentioned online resources. This shows that the participants largely learned English in a formal context (at school) or semi-formal context (English centers and learning groups), and a majority of them made the effort to learn by themselves.
Figure 4.10 shows the various sources that the participants used to gain more exposure to English outside of their classrooms. The numbers on the left side of the chart represent the actual numbers of participants, while the number on top of each column represents the percentage of each choice. For example, 38 out of 41 participants reported watching YouTube in English, making up 92.7% of the responses. The total percentages of all the columns do not add up to 100% as this chart presents separate options and one participant might have chosen two or more
Only at school 17.1%
At school, self- study 43.9%
At school, Self- study, at English
centers 24.4%
At English centers
4.9%
At school, At English centers
7.3%
At school, English learning
groups 2.4%
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options at the same time, such as both watching YouTube and talking to foreigners in English.
Figure 4.10. The participants’ sources of exposure to English
It is clear that the participants had plenty of exposure to English through online media, including YouTube videos (92.7%), books and newspapers (61%), TV shows and movies (78%). However, such exposure was largely passive and did not allow them to use English in a productive and communicative way. While 29.3% of the participants practiced speaking English with their Vietnamese friends, only 14.6% had the opportunity to use English to actually communicate with foreigners.
4.2.1.2. The participants’ perceptions of FSs
The participants have a positive perception of English FSs. All of them agreed that FSs are important in learning and using English. Figure 4.11 shows the participants’ awareness of the major benefits of FSs. Similar to Figure 4.10, the numbers on the left side of the chart are the actual number of participants, while the percentages are displayed on each column. 87.8% of the participants stated that knowledge of FSs would help them understand English better and improve their listening and reading skills. 63.4% reported that FS knowledge would help them become more fluent in both speaking and writing. 75.6% believed formulaic competence would help them reach near-native levels.
92.7%
61%
78%
14.6%
29.3%
0 5 10 15 20 25 30 35 40
I watch YouTube in English.
I read English newspapers and/or English
books.
I watch TV shows and/or movies in
English.
I talk to foreign friends in English.
I practice English with my Vietnamese
friends.
78
Figure 4.11. The participants’ awareness of the benefits of FSs
On the whole, it is safe to say that the participants were mostly aware of the vital role FSs play in developing receptive and productive skills, as well as native- like proficiency.
4.2.1.3. The participants’ perceptions of their acquisition and use of FSs The participants’ acquisition and use of FSs from their own perspectives were investigated. 90.2% of the participants stated that they would often notice the presence of FSs when reading an English text. And when they did, 87.5% of them would try to study the new FSs. Figure 4.12 summarizes their study techniques.
The numbers on the left of the chart show the actual number of participants, while the percentages are shown at the top of each column. For example, there were 18 participants who responded yes to the option “I look up the fixed expressions in dictionaries”, making up 51.4% of the total number of responses. Since a participant might have chosen more than one option, the total percentage does not add up to 100%.
87.8%
63.4% 75.6%
2.4%
0 5 10 15 20 25 30 35 40
They help me understand English
better, thus, improving my reading
and listening skills.
They help me write and speak English
more fluently.
They help me sound more like native
speakers.
They help me translate correctly.
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Figure 4.12. The participants’ techniques to learn FSs
When it comes to FS use, 82.5% of the participants reported that they would make a conscious attempt to incorporate FSs when writing in English. How they would actually do so in practice varied. Figure 4.13 shows how the participants would attempt to use FSs.
Figure 4.13. The participants’ habits of incorporating FSs in writing Most of them (72%) would do so by referencing dictionaries and Google while writing. 12% would review and edit their writing afterward to add more FSs or correct FS errors. 16% would use both strategies.
51.4%
74.3%
22.9%
0 5 10 15 20 25 30
I look up the fixed expressions in dictionaries.
I search the fixed expressions on Google.
I write the fixed expressions and their meanings in my notebook to review later.
Post-writing 12%
While & Post- writing
16%
While-writing 72%
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With regard to the major difficulties they experienced with FSs, most participants (70.7%) agreed that English FSs are difficult to understand without dictionaries or Google. A large majority of them also stated that FSs are difficult to remember and drastically different from Vietnamese. Some participants elaborated on the challenges they faced with FSs, stating that “there are tons of them to memorize” and that some FSs “may not have any suitable equivalents” in Vietnamese. It can be seen that such difficulties boil down to the fact that many FSs are fixed and non-compositional to some extent. There are also differences between English and Vietnamese, the participants’ mother tongue, which might cause interference. These challenges should be taken into consideration to improve the teaching and learning of FSs.
In summary, the participants of this study started learning English fairly young during their childhood. Most of them have been learning in formal and semi- formal contexts. They have had regular exposure to English from the media and entertainment. However, few have the opportunity to use English communicatively. All of the participants are aware of the importance and benefits of FSs in learning and using English. The majority of them often notice FSs in English texts and make a conscious attempt to study and make use of FSs.
Regardless, as presented above, they still reported experiencing difficulties when learning and attempting to use FSs, probably due to the pervasive nature and complexity of FSs as well as the linguistic differences between English and Vietnamese.