Madisol

**Outline**
Thesis staement: Because students in basic level are not producing the second language appropriately due to the way of teaching the English language, teachers must implement different and effective activities that make students to produce such as the use of formulaic language in order to develop their production in the speaking ability, idiomatic chunks (input of the expressions), the __adoption and analysis of the expressions.__ //**Underlined text is still unclear.**//

I. Introduction paragraph I. Body/claim/reason 1 a. detail 1 b.detail 2 c. etc.

II. Body/claim/reason 2 a. detail 1 b. detail 2 c. etc.

III. Body/claim/reason 1 a. detail 1 b. detail 2 c. etc.

Essay
//First Draft//

How to improve the production of the second language in students in basic level

**//__Begin introduction with a hook.__//** Nowadays students in primary school are in contact with the second language. However; we can realized that students need something else that just to be in contact with the language. Teachers have noticed a significant learning result of the second language in children at this level. We can find many researches about this important situation, but most of them have similar solutions to stimuli the production of the language in students in this level. Because students in basic level are not producing the second language appropriately due to the way of teaching the English language, teachers must implement different and effective activities that make students to produce such as the use of formulaic language in order to develop their production in the speaking ability, idiomatic chunks (input of the expressions) ,the adoption and analysis of the expressions.

The first valuable aspect to take into consideration for a vital production in the second language is the formulaic language. __“It is mainly the Bank of English “(Sinclair, 1991) “and other large corpora such as the London-Lund Corpus of Spoken English” (Svartvik, 1990) which made it possible to explore how words tend to group together in English.__ **//__Rephrase and make sure this evidence is directly related to your main idea__//**. __This corpora embrace__ genuine language selected from different sources __examined by computer__. This method __let us__ to know how words get together with other lexical items. There was a project in the University of Birmingham in where they produced dictionaries as a second language in which they based dictionaries as formulaic language, and that those words are retrieved in the long term memory as if they were single lexical units. Pawley and Syder (1983) define formulaic language as “sentence stems” “which are lexicalized, that is, which are "regular form-meaning pairings" (Pawley and Syder, 1983). **//__Follow the MEAL plan.__//**

The second step to make students to produce the English language is to set the input, according to David wood students first have to know different structures of the language by using idiomatic chunks such as //on the other hand, all in all,// //or// //hold your horses,// and get familiarized with them. This author __sets__ that students have to know the language with the use of chunks and not single words because it is not meaningful in the process of the English acquisition and production. This author mentions that the pertinent way to teach students the English is by showing students the language by formulas as the idiomatic chunks already mentioned. In this way students will acquire useful and meaningful language. **//__Each body paragraph needs at least one citation.__//**

The third vital aspect to take into consideration once students have in mind the idiomatic chunks in their long term memory, the __second step__ is that students adopt the use of these idiomatic chunks. It means that the teacher has to see if students are using those expressions correctly in the appropriate context. **//__Citation?__//** After this students will be able to analyze and segment each one of the parts of the idiomatic chunks. “The analysis may take place later partly as a result of neurological development and a resultant increase in analytic cognitive skills”Peters (1983 P.) __There is__ a research with a Japanese child named Hakuta in 1974 in which there is evidence of acquisition of the language with the use of prefabricated chunks first, after in the use, and at last in the analysis of the chunks.**//__Citation?__//** It showed that students can have a suitable development in the production of the language using those formulas.

Finally there is a clear way of how to improve the acquisition and production of second language in students in basic level. There were three vital ways of doing it such as the use of formulaic language, idiomatic chunks and, the adoption and analysis of the expressions. The use of formulaic language has an important degree of success because they are multiword retrieved in the long term memory of the children as a single lexical unit. In addition; after students acquire the idiomatic chunks students have to adopt in their real context the use of these phrases to make meaningful the second language. At last when students acquire and apply in their context the idiomatic expressions they have to analyze and segment these expressions to make more suitable the use of the second language. In this way students will acquire, apply, and produce the language in a substantial way.

REFERENCES David, W. (2002). Formulaic language in acquisition and production. //Implications for Teaching 20// (1), pp. Cem, M. (2008). Speech rates of turkish prelingually hearing impaired children. International Journal of Special Education 23 (2), pp. Steven, F. (2000). The effectiveness of cochlear implants for children with prelingual deafness. Journal of Early Intervention 23 (4), pp. 252-263

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