Iraqi EFL learners’ use of formulaic language in writing proficiency exams

Hussein Fahim Abdalhussein

Abstract


The present study investigated the use of formulaic expressions by Iraqi EFL students in writing proficiency exams. It aimed to identify the differences between high and low proficient students in using formulaic language. Besides, it examined the association between the students’ scores in a writing proficiency test and their use of formulaic expressions. It adopted the Hyland’s (2005) model of meta-discourse markers in which the meta-discourse markers are divided into two types, namely, interactive and interactional. It also employed a mixed-method design in which both quantitative and qualitative approaches were used for collecting and analyzing the data of the study. The quantitative data were analyzed via SPSS whereas the qualitative data were analyzed qualitatively. The analysis of data revealed that some interactive and interactional meta-discourse markers are more frequent than others. It is also found that there are differences between high and low proficient students in using formulaic expressions in favor of high proficient students. More importantly, the findings revealed that the overall use of formulaic expressions is positively associated with the students’ scores in a writing proficiency test. Based on the obtained findings, the study recommends that the interactive and interactional meta-discourse markers which are found to be salient among high proficient students should be taught by language teachers and also incorporated in the curricula of teaching English. The present study would contribute to better understanding of the relationship between writing proficiency and the use of formulaic language in writing. It provides useful information for EFL learners, teachers and curriculum designers as it shows the significance of using formulaic language in developing the students’ writing ability.

Keywords


Formulaic language; writing; proficiency; writing exam; EFL learners’

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