Abstract
This study investigated differences and similarities in formulaic sequence uses between non-native English teachers (NNTs) and native English teachers (NTs). The data were collected by recording lectures of four teachers. The formulaic patterns of the data were visualized by extracting four word formulaic sequences using Collocate 1.0 and functionally analyzing them. In addition, formulaic sequences from teacher talks were compared with textbook scripts to see whether the textbooks influenced the expressions used in teacher talks. The raw frequency of formulaic sequences in NNT talk was more than twice that of NTs. However, trimming down formulaic sequences altered the raw results, so that NTs showed a higher rate of frequency of formulaic sequence use. Functional analysis of formulaic sequences demonstrated that both groups predominantly used referential and stance expressions, which was a reflection of classroom discourse. Topics from textbooks affected formulaic sequence use and produced differences between NNTs and NTs, where NNTs employed more formulaic sequences from the textbooks. (Ewha Woman`s Univ.)
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