Teaching Formulaic Sequences in the ESL Classroom

Abstract

In both second language (L2) research and pedagogy, individual words have been considered the basic lexical unit; this is not surprising, because individual words are convenient to identify, teach, and work with (Schmitt, ). However, there is a growing awareness that language users do not always process language word by word, but also make use of formulaic sequences. In fact, it has been estimated that formulaic sequences constitute more than 50% of spoken and written English discourse (Erman & Warren, ) and that these sequences are strongly associated with fluent, communicative, native‐like language production (Pawley & Syder, ; Schmitt, ). This means that in order to appear proficient, English as a second language (ESL) learners also need to gain mastery of these sequences. However, formulaic sequences are particularly difficult for L2 learners to acquire (Scarcella, ; Yorio, ), which further emphasizes the need to focus on and teach these sequences in the ESL classroom. This article, based on previous research findings on formulaic sequences in the L2 literature, provides a series of steps and strategies for the teaching of formulaic sequences through all four language skills in the L2 classroom.

Lexical Phrases: An Essential Brain-Adaptive Requisite for Second Language Acquisition

“…This provides an opportunity for the speaker to focus their attention on other required simultaneous tasks for language processing. Hatami (2015), in a more recent view of the issue, states that mastering formulaic sequences plays a pivotal role in achieving communicative competence. By the same token, Arnon, McCauley and Christiansen (2017) assert that multi-word units are cornerstones in language acquisition as they are pivotal in shaping the learner"s knowledge about the usage of language and as they provide the learner with the required structural information which connects the words together to form a whole unit.…”

Role of knowledge of formulaic sequences in language proficiency: significance and ideal method of instruction

“…In this respect, not only language learners' attention was directed toward target language forms (noticing phase), but also language learners were provided with repeated opportunities to retrieve the target language formulaic sequences (retrieval phase) and use them in ways that differed from the ways they were used previously (generating phase) (Hatami, 2015). This helped to guarantee the acquisition of formulaic sequences that were noticed.…”

“…As a result, the correct and appropriate use of formulaic sequences remains a particular challenge to language learners, even at advanced levels (Laufer & Waldman, 2011) and language learners, even at higher levels of language proficiency, know and use fewer formulaic sequences than native speakers (Foster, 2001). Therefore, considering the significance of possessing a high command of formulaic sequences in achieving native-like proficiency, many scholars in the field of linguistics advocate the incorporation of target language formulaic sequences in target language instruction (e.g., Jones & Haywood, 2004;Boers et al, 2006;Ellis et al, 2008;Boers & Lindstromberg, 2009;Wood, 2009;Wood, 2010;Hatami, 2015).…”

Formulaic Sequences in First Language Acquisition and Foreign Language Learning

“…Unfortunately, teachers at school often tend to concentrate more on individual words than on longer expressions, since they are more convenient and easier to teach and learn (e.g., Alali and Schmitt 2012;Hatami 2015). As a result, this can lead to the point where students are able to form perfectly correct sentences, yet not sound fluent and native-like due to their lack of knowledge of formulaic sequences (Alali and Schmitt 2012, 3).…”