OPTIMIZING PEDAGOGICAL APPROACHES FOR TEACHING L2 FORMULAIC SEQUENCES THROUGH MOTIVATIONAL AND VISIONARY STRATEGIES

Abstract

This study's goal is to find out how well mental imagery and motivating strategies work to enhance second language (L2) vocabulary learning, with a particular emphasis on formulaic sequences. How various methods affected students' learning and awareness with the desired language forms was investigated in the study. A mixed approach strategy was used in the current study to assess how motivational and imaginative tactics improved vocabulary acquisition. 150 intermediate students from an educational institution in South Punjab were split into three groups and given seven interventions throughout a seven-week language course: the control group, the motivating group, and the visionary group. There were 26 formulaic ordering in the target language items, and a multiple-choice vocabulary exam was used to assess the findings. The quantitative test results were examined, which improved the findings' perceived value. The findings demonstrated that both motivational and visionary approaches enhanced students' capacity to get acquainted with the target sequence shapes. Furthermore, the results of the primary group interviews demonstrate that formulaic commands are best learned under imaginative situations. The pretest and posttest findings of three of the groups demonstrate the benefits of visionary approaches. A summary of the benefits of visionary tactics concludes the paper.