What Do We (Think We) Know About Formulaic Language? An Evaluation of the Current State of Play

Wray, Alison

doi:10.1017/s026719051200013x

Cited by 181 publications

(88 citation statements)

References 72 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Kasper and Schmidt (1996) further claim that formulas constitute a considerable part of NSs' pragmatic competence, and they underline the need for language learners to acquire a range of pragmatic routines in order to efficiently perform recurrent social functions. Similarly, Wray (2002Wray ( , 2012 refers to formulaic language as an essential linguistic tool to deal with the problem of promoting our survival interests. According to the author:…”

Section: The Role Of Pragmatic Routinesmentioning

confidence: 99%

“…Research on formulaic language has been a focus of growing interest across different disciplines especially since the 90s: psycholinguistics, phraseology, functional linguistics, computational linguistics, clinical linguistics, discourse analysis, corpus linguistics, cognitive linguistics, historical linguistics, grammar, L1 acquisition and L2 acquisition, among others (Ellis, 2012;Wray, 2012). In particular, formulaic language is highly relevant in the field of pragmatics since it represents the linguistic means used to express pragmatic functions.…”

Section: Previous Studies Of Pragmatic Routines In L2 Pragmaticsmentioning

confidence: 99%

See 1 more Smart Citation

Acculturation and acquisition of pragmatic routines in the study abroad context

Hernández¹

View full text Add to dashboard Cite

Section: The Role Of Pragmatic Routinesmentioning

confidence: 99%

Section: Previous Studies Of Pragmatic Routines In L2 Pragmaticsmentioning

confidence: 99%

Acculturation and acquisition of pragmatic routines in the study abroad context

Hernández¹

View full text Add to dashboard Cite

“…While the relationship between frequency of occurrence and formulaicity is by no means a straightforward and simple one, and frequency is by no means the only determinant of formulaicity (see Wray, 2012, for a discussion), there is definitely some relationship between the two (Ellis, 2012). Support for this view comes from recent studies on the speed of processing of lexical bundles, which clearly show frequency effects (Tremblay & Baayen, 2010;Tremblay, Derwing, Libben, & Westbury, 2011).…”

Section: Phraseological Aspects Of L2 Acquisition and Usementioning

confidence: 99%

The use of articles in L2 English: A phraseological perspective

Leśniewska

2016

SSLLT

View full text Add to dashboard Cite

While it is a well-known fact that speakers of article-less mother tongues, such as Polish, experience problems with articles in English, this study seeks to investigate the problem from a different perspective. Namely, it poses the question of whether the correct use of the article system of the L2 is indeed a purely grammatical task (as it is universally perceived), or whether the correct use of articles is to some extent aided by the mechanisms that underlie the formulaic character of language. The study was conducted with 90 Polish upper-intermediate and advanced users of L2 English, who completed a test on article use, which made it possible to compare patterns of article use between contexts of different collocational strength (defined in terms of the frequency of occurrence in a corpus). The statistically higher success rates for article use in high-frequency collocations (with the grammatical "rule" being the same) indicate that phraseological aspects of language use may indeed play a role in what is usually perceived as the correct application of grammatical rules.

show abstract

“…In addition, school textbooks for L2 learners show a weakening stock of chunks (Wray, 2012). Commercially published textbooks have been quick to incorporate the pedagogic value of chunks or multiword lexical items into their materials to satisfy consumers and to keep up with the latest in linguistic fashion.…”

Section: Chunks In English Textbooksmentioning

confidence: 99%

The Repetition of Chunks in Korean Middle School English Textbooks

Lee¹

2015

ELT

View full text Add to dashboard Cite

The current study aims to examine the use of chunks and the extent of repetition in Korean middle school English textbooks. Also, the number of chunks shared by three publishers is examined. To create the corpora, 9 textbooks from three publishers were filed and processed by Simple Concordance Program. The results showed that chunk expressions were repeated 3.6 times on average. Most collocations occurred only one to two times throughout the same series of textbooks. Fixed-expressions showed similar results to those of lexical expressions, while semi-fixed expressions were shown relatively higher frequency rate than the other chunks. Regarding the repetition of chunks, most chunks were reused over 2 or 3 units. The number of chunks shared by three publishers in common was not many. It can be inferred that there were no agreed criteria for the selection and repetition of chunks among the textbook writers. The national curriculum works as a guideline, but the process of selecting items seems to be highly subjective and conducted without the consideration of repetition rate.

show abstract

What Do We (Think We) Know About Formulaic Language? An Evaluation of the Current State of Play

Cited by 181 publications

References 72 publications

Acculturation and acquisition of pragmatic routines in the study abroad context

Acculturation and acquisition of pragmatic routines in the study abroad context

The use of articles in L2 English: A phraseological perspective

The Repetition of Chunks in Korean Middle School English Textbooks

Contact Info

Product

Resources

About