Formulaic Sequences
Acquisition, processing and use
Editor
Formulaic sequences (FS) are now recognized as an essential element of language use. However, research on FS has generally been limited to a focus on description, or on the place of FS in L1 acquisition. This volume opens new directions in FS research, concentrating on how FS are acquired and processed by the mind, both in the L1 and L2. The ten original studies in the volume illustrate the L2 acquisition of FS, the relationship between L1 and L2 FS, the relationship between corpus recurrence of FS and their psycholinguistic reality, the processes involved in reading FS, and pedagogical issues in teaching FS. The studies use a wide range of methodologies, many of them innovative, and thus the volume serves as a model for future research in the area. The volume begins with three survey chapters offering a background on the characteristics and measurement of FS.
[Language Learning & Language Teaching, 9] 2004. x, 304 pp.
Publishing status:
© John Benjamins Publishing Company
Table of Contents
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Preface | p. viii
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Formulaic sequences in action: An introductionNorbert Schmitt and Ronald Carter | pp. 1–22
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Measurement of formulaic sequencesJohn Read and I.S.P. Nation | pp. 23–35
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Formulaic performance in conventionalised varieties of speechKoenraad Kuiper | pp. 37–54
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Knowledge and acquisition of formulaic sequences: A longitudinal studyNorbert Schmitt, Zoltán Dörnyei, Svenja Adolphs and Valerie Durow | pp. 55–86
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Individual differences and their effects on formulaic sequence acquisitionZoltán Dörnyei, Valerie Durow and Khawla Zahran | pp. 87–106
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Social-cultural integration and the development of formulaic sequencesSvenja Adolphs and Valerie Durow | pp. 107–126
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Are corpus-derived recurrent clusters psycholinguistically valid?Norbert Schmitt, Sarah Grandage and Svenja Adolphs | pp. 127–151
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The eyes have it: An eye-movement study into the processing of formulaic sequencesGeoffrey Underwood, Norbert Schmitt and Adam Galpin | pp. 153–172
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Exploring the processing of formulaic sequences through a self-paced reading taskNorbert Schmitt and Geoffrey Underwood | pp. 173–189
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Comparing knowledge of formulaic sequences across L1, L2, L3, and L4Carol Spöttl and Michael McCarthy | pp. 191–225
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The effect of typographic salience on the look up and comprehension of unknown formulaic sequencesHugh Bishop | pp. 227–248
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‘Here’s one I prepared earlier’: Formulaic language learning on televisionAlison Wray | pp. 249–268
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Facilitating the acquisition of formulaic sequences: An exploratory study in an EAP contextMartha Jones and Sandra Haywood | pp. 269–300
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Index
“Second Language teachers and researchers have demonstrated a growing interest in formulaic language in recent years, and Schmitt's edited collection presents a welcome, stimulating range of studies on the acquisition and processing of formulaic sequences by L2 learners.”
Marian Rossiter, University of Alberta, in The Canadian Language Review 62(3), 2006
“This book can be read with some pleasure by most classroom teachers, and there is much that they, as well as scholars in applied linguistics, can learn from it.”
Bruce A. Beattie, Cleveland State University, in The Modern Language Journal Vol. 90(3), 2006
“This tome presents an interesting array of research that furthers our developing understanding of the acquisition and processing of formulaic sequences. Because it focuses predominantly on L2 learning, Schmitt's volume will be of considerable interest to both researchers and L2 educators. It makes a significant contribution to the field: the studies within it raise a myriad of complex questions to guide future studies on the acquisition and processing of formulaic sequences, and they encourage readers to consider a wider range of methods and contexts in their search for answers.”
Marian Rossiter, University of Alberta, in The Canadian Language Review 62(3), 2006
“The volume as a whole is a very accessible collection of papers that show a good range of empirical studies on the acquisition and processing of formulaic sequences.”
Cornelia Tschichold, University of Neuchatel, on Linguist List Vol. 15-2427, 2004
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Laufer, Batia & Tina Waldman
2011. Verb‐Noun Collocations in Second Language Writing: A Corpus Analysis of Learners’ English. Language Learning 61:2 ► pp. 647 ff.
SCHMITT, NORBERT, XIANGYING JIANG & WILLIAM GRABE
2011. The Percentage of Words Known in a Text and Reading Comprehension. The Modern Language Journal 95:1 ► pp. 26 ff.
Tremblay, Antoine, Bruce Derwing, Gary Libben & Chris Westbury
2011. Processing Advantages of Lexical Bundles: Evidence From Self‐Paced Reading and Sentence Recall Tasks. Language Learning 61:2 ► pp. 569 ff.
DeKeyser, Robert
2010. Monitoring Processes in Spanish as a Second Language During a Study Abroad Program. Foreign Language Annals 43:1 ► pp. 80 ff.
Durrant, Philip & Norbert Schmitt
2010. Adult learners’ retention of collocations from exposure. Second Language Research 26:2 ► pp. 163 ff.
Simpson-Vlach, Rita & Nick C. Ellis
2010. An Academic Formulas List: New Methods in Phraseology Research. Applied Linguistics 31:4 ► pp. 487 ff.
Strik, Helmer, Micha Hulsbosch & Catia Cucchiarini
2010. Analyzing and identifying multiword expressions in spoken language. Language Resources and Evaluation 44:1-2 ► pp. 41 ff.
Bardovi‐Harlig, Kathleen
2009. Conventional Expressions as a Pragmalinguistic Resource: Recognition and Production of Conventional Expressions in L2 Pragmatics. Language Learning 59:4 ► pp. 755 ff.
Bardovi‐Harlig, Kathleen
2012. Pragmatic Routines. In The Encyclopedia of Applied Linguistics,
Bardovi‐Harlig, Kathleen
2013. Developing L2 Pragmatics. Language Learning 63:s1 ► pp. 68 ff.
Kuiper, Koenraad, Georgie Columbus & Norbert Schmitt
2009. The Acquisition of Phrasal Vocabulary. In Language Acquisition, ► pp. 216 ff.
LIU, DILIN & PING JIANG
2009. Using a Corpus‐Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts. The Modern Language Journal 93:1 ► pp. 61 ff.
Rossiter, Marian J.
2009. Perceptions of L2 Fluency by Native and Non-native Speakers of English. The Canadian Modern Language Review 65:3 ► pp. 395 ff.
Westhoff, Gerard J.
2009. A prioriassessment of language learning tasks by practitioners. Language Teaching 42:4 ► pp. 504 ff.
Wierzbicka, Anna
2009. Exploring English Phraseology with Two Tools. Journal of English Linguistics 37:2 ► pp. 101 ff.
Conklin, Kathy & Norbert Schmitt
2008. Formulaic Sequences: Are They Processed More Quickly than Nonformulaic Language by Native and Nonnative Speakers?. Applied Linguistics 29:1 ► pp. 72 ff.
Conklin, Kathy & Norbert Schmitt
2012. The Processing of Formulaic Language. Annual Review of Applied Linguistics 32 ► pp. 45 ff.
Cortes, Viviana
2008. A comparative analysis of lexical bundles in academic history writing in English and Spanish. Corpora 3:1 ► pp. 43 ff.
Cortes, Viviana
2012. Lexical Bundles and Grammar. In The Encyclopedia of Applied Linguistics,
Driessen, Carla, Gerard Westhoff, Jacques Haenen & Mieke Brekelmans
2008. A qualitative analysis of language learning tasks: the design of a tool. Journal of Curriculum Studies 40:6 ► pp. 803 ff.
ELLIS, NICK C., RITA SIMPSON‐VLACH & CARSON MAYNARD
2008. Formulaic Language in Native and Second Language Speakers: Psycholinguistics, Corpus Linguistics, and TESOL. TESOL Quarterly 42:3 ► pp. 375 ff.
Farr, Fiona
2008. Evaluating the Use of Corpus-based Instruction in a Language Teacher Education Context: Perspectives from the Users. Language Awareness 17:1 ► pp. 25 ff.
Lindstromberg, Seth & Frank Boers
2008. The Mnemonic Effect of Noticing Alliteration in Lexical Chunks. Applied Linguistics 29:2 ► pp. 200 ff.
Low, Graham
2008. Metaphor and education. In The Cambridge Handbook of Metaphor and Thought, ► pp. 212 ff.
Schmitt, Norbert
2008. Review article: Instructed second language vocabulary learning. Language Teaching Research 12:3 ► pp. 329 ff.
Schmitt, Norbert
2012. Formulaic Language and Collocation. In The Encyclopedia of Applied Linguistics,
Eerdmans, Susan L. & Micaela Di Candia
2007. Watching paint dry: the sequentiality of idiomatic expressions in NS-NS and NS-NNS talk-in-interaction. Discourse Studies 9:5 ► pp. 579 ff.
Ellis, Rod
2007. Editorial. Language Teaching Research 11:4 ► pp. 389 ff.
GARDNER, DEE & MARK DAVIES
2007. Pointing Out Frequent Phrasal Verbs: A Corpus‐Based Analysis. TESOL Quarterly 41:2 ► pp. 339 ff.
Taguchi, Naoko
2007. Chunk learning and the development of spoken discourse in a Japanese as a foreign language classroom. Language Teaching Research 11:4 ► pp. 433 ff.
Ellis, Nick C.
2006. Language Acquisition as Rational Contingency Learning. Applied Linguistics 27:1 ► pp. 1 ff.
Ellis, Nick C.
2017. Cognition, Corpora, and Computing: Triangulating Research in Usage‐Based Language Learning. Language Learning 67:S1 ► pp. 40 ff.
Fitzpatrick, Tess & Alison Wray
2006. Breaking up is not so Hard to do: Individual Differences in L2 Memorization. The Canadian Modern Language Review 63:1 ► pp. 35 ff.
Lessard-Clouston, Michael
2006. Breadth and Depth Specialized Vocabulary Learning in Theology among Native and Non-native English Speakers. The Canadian Modern Language Review 63:2 ► pp. 175 ff.
Chan, Tun-pei & Hsien-Chin Liou
2005. Effects of Web-based Concordancing Instruction on EFL Students' Learning of Verb – Noun Collocations. Computer Assisted Language Learning 18:3 ► pp. 231 ff.
Crawford, William J.
2005. Verb Agreement and Disagreement. Journal of English Linguistics 33:1 ► pp. 35 ff.
[no author supplied]
This list is based on CrossRef data as of 18 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CF: Linguistics
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General