The role of formulaic language in enhancing L2 oral performance is largely discussed in the literature; however, there is a lack of instructional research. In order to address this issue, the present investigation examined effects of explicit learning and practice of formulaic sequences on L2 utterance fluency with advanced EAP learners. Two groups of freshmen students were assigned as the experimental group and the comparison group. For five weeks, the experimental group studied and practiced 80 formulaic sequences (FS) that frequently occur in spoken academic corpora. The comparison group, on the other hand, learned single academic vocabulary. Target vocabulary in both groups were introduced through concordances and practiced in communicative oral production tasks in a freshmen EAP program. L2 fluency was measured in terms of temporal qualities at three points and compared in a series of repeated measures ANCOVA analyses, with L1 fluency included as covariate. Results showed that both groups improved significantly in speed fluency from pretest to posttest and the FS group outperformed the comparison group in pruned speech rate, the global fluency measure. Effects of FS instruction were maintained on delayed posttest. Implications of the findings were discussed.

文献中大量讨论了公式化语言在增强L2口语表现方面的作用。但是，缺乏教学研究。为了解决这个问题，本研究调查了高级EAP学习者的显式学习和公式序列练习对L2话语流利度的影响。两组新生分别作为实验组和比较组。在五个星期的时间里，实验小组研究并练习了口语学术语料库中经常出现的80个公式序列（FS）。另一方面，比较组学习了单一的学术词汇。两组学生的目标词汇是通过一致性引入的，并在新生的EAP计划中以口头交流的方式进行练习。L3流利度是根据三个时间点的时间质量来衡量的，并在一系列重复测量的ANCOVA分析中进行了比较，其中L1流利度作为协变量。结果表明，从测试前到测试后，两组的速度流畅性都有显着提高，而FS组在测试前的表现优于对照组。修剪的语音速率，全球流利性度量。保持FS指导对延迟后测的影响。讨论结果的含义进行了讨论。