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Multiword Sequences and Language Learning Pedagogy: Bridging the Research-Practice Gap

Author

Listed:
  • Abdullah A. Alasmary

Abstract

Strong claims are made regarding the significant role that multiword sequences play in the comprehension and production of speech and writing. Although the literature is replete with research-informed, evidence-based guidelines on how to maximize the learning of such sequences, such guidelines need to be synthesized, analyzed and evaluated for learning purposes. This paper attempts to fill this gap, addressing the numerous instructional options that ESL/EFL practitioners, curriculum designers and materials authors have at their disposal while dealing with lexically bundled sequences in several learning contexts. Another purpose of this paper, is to explain the problems that may arise as a result of teaching these sequences and the ways to solve them. The bulk of discussion will be centered on the tasks, activities and techniques suggested by researchers for deepening learners’ understanding of these patterns across a wide range of contexts.

Suggested Citation

  • Abdullah A. Alasmary, 2019. "Multiword Sequences and Language Learning Pedagogy: Bridging the Research-Practice Gap," English Language Teaching, Canadian Center of Science and Education, vol. 12(1), pages 204-204, January.
    • Handle: RePEc:ibn:eltjnl:v:12:y:2019:i:1:p:204
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    References listed on IDEAS

    as
    1. List, John A, et al, 2001. "Academic Economists Behaving Badly? A Survey on Three Areas of Unethical Behavior," Economic Inquiry, Western Economic Association International, vol. 39(1), pages 162-170, January.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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