Abstract
<p>The present paper is a review of literature in relation to formulaic sequences and the implications for second language learning. The formulaic sequence is a significant part of our language, and plays an essential role in both first and second language learning. The paper first introduces the definition, classifications, and major features of formulaic sequences. Then relevant studies on second language learning are reviewed, and pedagogical implications will be drawn from previous research. It is suggested that more emphasis should be put on prefabs in foreign language teaching, but at the same time, there is also danger of overemphasizing the role of prefabs in SLA research, given limited exposure to the target language in a foreign language learning environment.</p>
Highlights
Multi-word speech is a significant part of our language, and it plays an essential role in both first and second language learning (e.g. Wray, 2002, 2008, 2009, 2013)
The present paper has given an overview of formulaic sequences and the implications for second language learning
It has been found that previous research of formulaic sequences has their major focus on fixed multi-word units, and little attention has been paid to grammatical structures with internal open slots
Summary
Multi-word speech (e.g. formulaic sequences) is a significant part of our language, and it plays an essential role in both first and second language learning (e.g. Wray, 2002, 2008, 2009, 2013). Various terminologies related to these strings have been brought up by different scholars in different research fields, such as chunks, collocations, fixed expressions, multi-word expressions, prefabs, recurring utterances, to name but a few. A clearly defined term, according to Wray (2002: 9), is formulaic sequence, i.e. The word formulaic is associated with ‘unity’, ‘custom’ and ‘habit’, while sequence indicates that more than one internal unit can be detected, and they do not necessarily have to be words. This definition covers all the possibilities of formulaic linguistic units, making reference easier. Relevant studies in L1 and L2 acquisition will be reviewed, and pedagogical implications will be drawn from previous research
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