Formulaic Language and Language Teaching
Bibliographic Data
| ID | 24220752 |
|---|---|
| Authors | Fanny Meunier (0000-0003-2186-2163) |
| Year | 2012 |
| Volume | 32 |
| Pages | 111-129 |
| Publication date | 2012-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190512000128 |
| OpenAlex | W2137295935 |
| Language | EN |
| Citations received | 32 |
| References cited | 59 |
This article reviews the concrete effects that the theoretical findings on the formulaic nature of language have had in instructed second language acquisition (SLA). The introductory section includes some terminological comments and a general discussion on the validity of adopting a formulaic approach in second or foreign language teaching. The second section discusses various points in time when instructional intervention is possible and presents the rationale adopted in the article to trace elements of formulaicity in instructed SLA. The next three sections each center on one aspect of foreign language teaching, namely, input, classroom activities, and feedback. The discussion broaches pedagogical choices, teaching materials, types of activities, and tools currently available to teachers and learners. The results show that the increasingly refined understanding of the formulaic nature of language has clearly impacted second language teaching but that a number of questions still remain unanswered. These questions pertain to the types of formulas that deserve teaching time and to the assessment of the actual learning outcomes of using a formulaic approach.
classroom activities · educational intervention · feedback · Foreign language teaching · formulaic expressions · formulaic language · input · pedagogical choices · second language acquisition · teaching materials · EFL/ESL Teaching and Learning · Linguistics and Language Analysis · Second Language Acquisition and Learning
Contextual accommodation of formulaic intertexts in English press stories
How much collocation knowledge do L2 learners have
Extracting multiword expressions from texts with the aid of online resources
Incidental acquisition of collocations in L2
Tracking development in the translation of formulaic sequences
Bundles to beat the band in high-stakes tests
Incidental Learning of Collocations From Meaningful Input
The Efficacy of Incidental Attention to Formulaic and Nonformulaic Forms in Focus on Form
Incidental Vocabulary Learning Through Listening to Teacher Talk
What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
Variation in phrase frame structure and function in argumentative writing by EFL learners across different L1 backgrounds
The role of input flood and input enhancement in EFL learners' acquisition of collocations
Incidental learning of collocations through different multimodal input
Formulaic focus-on-form episodes in adult EFL communicative interactions
L2 development of Chinese correlative connectives
Formulaic language and conceptual socialization
Receptive knowledge of intensifying adjectival compounds
Incidental corrective feedback provision for formulaic vs. Non-formulaic errors
Minding the gaps
What are you talking about?”
Syrian Lives Matter in an EFL speaking class
« Nous reviendrons avec plaisir ». Construction de mini-corpus pédagogiques thématiques et identification du vocabulaire-clé
Semi-incidental collocation learning from reading
Corpus Linguistics to Tackle the Learning and Teaching of Multiword Units
Replication research in pedagogical approaches to formulaic sequences
A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains
Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts
Incidental reactive focus on form in language classes
Variation in the Amplifier System Among Chinese L2 English Speakers in Australia
Incidental learning of collocations through reading an academic text
Lexical Bundles in Native and Non-native Scientific Writing
Comparative Analysis of Move-Specific Lexical Bundles in Linguistics Dissertation Abstracts
Task-Based Language Teaching
Input and Evidence
Processing Instruction
Collocations in a Learner Corpus
Second Language Classrooms
Formulaic Language and the Lexicon
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Explicit Instruction and Input Processing
Disentangling the phraseological web
Hedging in academic writing and EAF textbooks
Constructions, Chunking, and Connectionism
The input hypothesis
Language and communication.
The Mnemonic Effect of Noticing Alliteration in Lexical Chunks
Phraseology and Second Language Proficiency
The Use of Collocations by Advanced Learners of English and Some Implications for Teaching
Evaluating the Use of Corpus-based Instruction in a Language Teacher Education Context
Does Second Language Instruction Make a Difference? A Review of Research
Academic clusters
Phonemic repetition and the learning of lexical chunks
Native English-speaking teachers versus non-native English-speaking teachers
Key terms in second language acquisition
Learner English on Computer
Corrective Feedback and Learner Uptake
Lexical bundles in published and student disciplinary writing
Frequency Effects in Language Processing
Stylistic Use of Phraseological Units in Discourse
Reflections on Frequency Effects in Language Processing
The idiom principle and the open choice principle
| Unique citing works | 32 |
|---|---|
| Citations per year | 2,46 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 32 |