چكيده
Abstract
The aim of this study is to explore the IELTS candidates’
use of formulaic sequences in the writing tasks.
Investigating a corpus created from 136 scripts
responding to IELTS Academic and General Training
Tasks 1 and 2, and using a framework proposed by
Mackenzie (2000) for the identification of formulaic
sequences, the researcher intends to describe the effect of
the frequency and appropriacy of the use of formulaic
sequences on three IELTS writing criteria namely
Cohesion, Coherence, and Lexical Resource, in
particular, and on the writing scores, in general. The
results of computer and manual analysis of the writing
samples suggest that appropriate use of formulaic
sequences have a positive effect on the writing scores
while inappropriate and frequent use of these sequences
have a negative effect on the candidates’ writings. The
findings of this study contribute to development and
refinement of rating criteria of the Writing Module of
IELTS, and can also be used to improve the quality of
learning and teaching of formulaic sequences in IELTS
preparation classes.
