Abstract
The paper explores the distributional and acquisitional characteristics of formulaic sequences in typically multi-modal textbooks most popularly used in English teaching in China. Research results indicate that the frequency of formulaic sequences in the listening-speaking textbook is significantly higher than that of the reading-writing textbook. Furthermore, the two different modal textbooks differ in both the categories and the functions of formulaic sequences. However, Chinese English learners are generally not sensitive to these differences. In addition, there exists a plateau effect in their acquisition of textbook formulaic sequences, as there is no significant difference between learners of different proficiency levels. These findings reveal the significance of highlighting register differences between reading-writing and listening-speaking, thus shedding light on the input and output problems in college English teaching and learning.
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