Text Recitation in Foreign Language Learning: Its Effectiveness on the Learning of Multi-word Expressions

Abstract

This paper reports on a small-scale study that explored the extent to which two types of recitation tasks that engaged foreign language learners in memorization of conversational turns prepared in advance would differentially lead to the learning of multi-word expressions. Three groups of Japanese college learners of English participated in this research: a whole-text recitation group, a partial-text recitation group, and a contrast group. Results of the speaking tests administered suggest that whole- and partialtext recitation approaches are both conducive to the learning of language chunks and that there is considerable variance in facilitative effects between the two.