How Does a Usage-Based Approach Cultivate Procedural Knowledge of the Morphological Structure (-ed): Using Dictogloss Tasks

Abstract

　　The purpose of this study was to identify the role of formulaic sequences (FS) in a usage based approach integrated into story-based English lessons, in which procedural knowledge is developed through exemplars. It was also intended to investigate the extent to which 14-year-old Japanese junior high school students perceive the morphological pattern (-ed) and the word order characterizing the passive voice (X is cooked by Y.) as well as how they produce emergent patterns. To these ends, the research used a pre-test–post-test control group design. An FS group was exposed to structured input and a narrated story using collaborative dictogloss tasks, after which each participant was asked to write a story. A non-FS group was exposed to grammar explanations first before being instructed to produce the required output. To explore the extent to which the students’procedural knowledge improved, auditory grammaticality judgment tests were administered. The post-test indicated a significant difference between the groups. To analyze language properties that the students acquired, edge of proceedings and Guiraud’s index values were used, and a two-way analysis of covariance was conducted. These procedures revealed significant differences in main improvement effects between the groups. Overall, the FS group exhibited stronger grammatical sensitivity and higher productivity than the non-FS group. The results suggest that procedural knowledge is cultivated through retrieving FS.