Abstract
This paper reviews EFL formulaic language research in international and Chinese domestic academia from the perspectives of language acquisition and language teaching. Current studies have some limitations due to different types of reasons. For example, a lack of representativeness in the selection of target items, a lack of attention to learner’s differences, and a scanty of high-quality EFL formulaic sequences instruction research. Future research can pay more attention to learners’ differences that may affect the acquisition and learning process of the formulaic language, with the aim of exploring effective methods and approaches to improve the competence of EFL learners and promoting the optimization of theories exploring the teaching of EFL formulaic language.
Highlights
Formulaic language is a kind of multi-word unit that comment on the important research results related to formulaic language from the two dimensions: EFL has features of both vocabulary and grammar
For EFL learners, the knowledge of ACQUISITION Based on Krashen's distinction between learning and formulaic language can help them understand the acquisition, EFL formulaic language acquisition here refers target language more accurately, and make them more to the direct learning of second language formulaic fluent in the output language
Some scholars have found that compared with non-alliterative formulaic language, formulaic sequences with alliterative characteristics shows a certain degree of acquisition advantage in the test, and the https://theshillonga.com/index.php/jhed recall test effect is significantly enhanced after the teacher emphasizes the alliteration feature of the target formulaic language (Boers, Lindstromberg & Eyckmans 2014; Eyckmans, Boers, & Lindstromberg 2016; Lindstromberg & Boers, 2008)
Summary
Formulaic language is a kind of multi-word unit that comment on the important research results related to formulaic language from the two dimensions: EFL has features of both vocabulary and grammar. In the empirical studies on formulaic language acquisition and application of corpus as a tool for direct formulaic language teaching intervention has been increasing and researches learning, learners conduct autonomous learning through have yielded fruitful results. Daskalovska (2015) proved through empirical research that corpus-based formulaic language self-guided learning method can better improve students' language ability than traditional vocabulary learning methods. It can be seen that the tool retrieval based formulaic language learning method can help second language learners better acquire and use formulaic language
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