Formulas, Routines, and Conventional Expressions in Pragmatics Research

Abstract

This article reviews the recent research on formulaic language in pragmatics from three perspectives: foundational issues, recurrent research questions, and the populations studied. Examination of foundational issues, including definitions and operationalization of the concept of formula in pragmatics, shows the way in which pragmatics understands formulaic language and what it contributes to the study of formulaic language, namely, a strong sense of social contract. Recurrent themes in contemporary investigations include how formulas are used in general and in specific contexts, determining how extensive the use of formulas is, attitudes toward formulas, acquisition of formulas in second language (L2) pragmatics, and formulas in pragmatics pedagogy. The third section reviews pragmatic research according to language community, defined for the purposes of this review as first language (L1; native-speaker communities), L2, cross-cultural comparisons, indigenized varieties, and lingua franca communities. The investigation of formula use by different communities addresses questions of the particular and the universal in formula use and the importance of community and community membership.

Learning Chinese Formulaic Expressions in a Scenario‐Based Interactive Environment

“…Definitions of formulaic expressions vary, but the literature points to several common characteristics (Bardovi-Harlig, 2012;Wood, 2006;Wray, 2002). Formulaic expressions are (1) (semi) fixed multiword sequences, (2) stored in memory as a holistic unit, (3) phonologically coherent (produced without pause), (5) syntactically irregular (e.g., in the expression "beat around the bush," "bush" must be singular), (6) community-wide in use, and (7) bound to specific speech events.…”

Developing L2 Pragmatics

“…This is my “cocktail party” definition, and although it is fairly accurate in spirit, it is lacking in the detail required for academic work. Formal definitions of pragmatics have evolved since researchers in L2 studies first took an interest in the pragmatics of L2 learners and users (Bardovi‐Harlig, 2001, 2010a, 2010b, 2012b; Kasper, 2009; Kasper & Rose, 1999, 2002); I will provide only a basic sketch here.…”

“…In addition to development in grammar, development of formulaic language has also been investigated (e.g., House, 1996; Tateyama, 2001; also Bardovi‐Harlig, 2009; Bardovi‐Harlig & Bastos, 2011). The interest in the use of formulaic language in linguistics and applied linguistics (as evidenced by the 2012 issue of the Annual Review of Applied Linguistics on formulaic language), in SLA (including two edited volumes, Barfield & Gyllstad, 2009; Schmitt, 2004), and in pragmatics in particular (Bardovi‐Harlig, 2012a) will lead to additional investigations in this area in L2 pragmatics.…”

An Emerging Pedagogical Approach to Teaching Pragmatic Formulas

“…Certaines formules, qu'on appelle des formules pragmatiques, jouent un rôle essentiel dans le développement de la compétence pragmatique en langue seconde puisqu'elles sont cruciales à la réalisation des actes de langage (Bardovi-Harlig, 2012 (Boers & Lindstromberg, 2009 Formulaic language is an umbrella term that may refer to various types of multiword units such as proverbs, collocations, lexical bundles, and many others (Weinert, 2010). Specialists agree that for a sequence to be considered formulaic, it has to be continuous or discontinuous, contain two or more words, have a single meaning or perform a single pragmatic function, and be uttered in a phonologically coherent manner (Wood, 2015;Wray, 2002).…”

“…Certain formulaic sequences, known as pragmatic formulas, play a vital role in developing second language pragmatic competence, as they are crucial for successful speech act realization (Bardovi-Harlig, 2012 (Wood, 2015;Wray, 2002). Certaines formules, qu'on appelle des formules pragmatiques, jouent un rôle essentiel dans le développement de la compétence pragmatique en langue seconde puisqu'elles sont cruciales à la réalisation des actes de langage (Bardovi-Harlig, 2012 …”