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Speaking American: A History of English in the United States

By Richard W. Bailey

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Language, Literacy, and Technology

By Richard Kern

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Academic Paper


Title: Formulaic Language and Language Teaching
Author: Fanny Meunier
Institution: Université Catholique de Louvain
Linguistic Field: Applied Linguistics
Abstract: This article reviews the concrete effects that the theoretical findings on the formulaic nature of language have had in instructed second language acquisition (SLA). The introductory section includes some terminological comments and a general discussion on the validity of adopting a formulaic approach in second or foreign language teaching. The second section discusses various points in time when instructional intervention is possible and presents the rationale adopted in the article to trace elements of formulaicity in instructed SLA. The next three sections each center on one aspect of foreign language teaching, namely, input, classroom activities, and feedback. The discussion broaches pedagogical choices, teaching materials, types of activities, and tools currently available to teachers and learners. The results show that the increasingly refined understanding of the formulaic nature of language has clearly impacted second language teaching but that a number of questions still remain unanswered. These questions pertain to the types of formulas that deserve teaching time and to the assessment of the actual learning outcomes of using a formulaic approach.

CUP AT LINGUIST

This article appears IN Annual Review of Applied Linguistics Vol. 32, Issue 1, which you can READ on Cambridge's site or on LINGUIST .



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