Formulaic Language and the Lexicon: List of Figures and Tables

By Alison Wray. 2002

1,474 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/533e3d8bf25def7bddf77189b44f9dbf45c96c64

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Citations in the corpus

Teaching Formulaic Sequences: The Same as or Different From Teaching Single Words? (2012, background): “…of language and are fundamental to the way language is used, processed, and acquired in both the first (L1) and second language (L2; see, e.g., Biber, Johansson, Leech, Conrad, & Finegan, 1999; Meunier & Granger, 2008; Schmitt, 2010; Schmitt & Carter, 2004; Sinclair, 1991; Wray, 2002, 2008).”
Using the flipped classroom to enhance EFL learning (2017, background): “Studies have shown that the number of idioms that English speakers command is positively correlated with the success of communicative abilities (Fotovatnia & Khaki, 2012; Liu, 2008; Shirazi & Talebinezhad, 2013; Wray, 2002).”
Lexical bundles in university spoken and written registers (2007, background): “In fact, there have been few studies that directly investigate whether any word sequences are truly pre-fabricated: ‘stored and retrieved whole from memory . . .’ (Wray, 2002, p. 9).”
From Usage to Grammar: The Mind's Response to Repetition (2007, background): “These conventional collocations occur repeatedly in discourse and are known to represent the conventional way of expressing certain notions (Erman & Warren 2000, Sinclair 1991, Wray 2002).”
Picking up polysemous phrasal verbs: How many do learners know and what facilitates this knowledge? (2016, background): “It is nowwell-established that formulaic language is an essential part of the English lexicon, and thus should be known by L2 learners in order to produce fluent, competent language (Wray, 2002, 2008; Annual Review of Applied Linguistics 32, 2012).”
Current Perspectives on Vocabulary Teaching and Learning (2007, background): “In addition to learning a wide and varied vocabulary of individual words, English learners must also cope with a great number of multiword units (Moon, 1997, 1998; Wray, 2002).”
The idiom principle revisited (2014, background): “(Wray 2002: 9) Put another way, it can be said that what Sinclair calls ‘semi-preconstructed’, Wray terms ‘prefabricated’; what Sinclair describes as constituting ‘single choices’, Wray posits as ‘retrieved whole from memory’.”
Review article: Instructed second language vocabulary learning (2008, background): “This is despite the fact that phrasal vocabulary is (1) very widespread in language (Wray, 2002), (2) used for a number of purposes, including expressing a message or idea (The early bird gets the worm do not procrastinate), realizing functions ([I’m] just looking [thanks] declining an offer of…”
What Do We (Think We) Know About Formulaic Language? An Evaluation of the Current State of Play (2012, background): “My proposal (Wray, 2002, 2008) was that adult learners need a sense of control over the language—perhaps largely as a result of the culture of education in general, and the expectations, assumptions, and requirements of language teaching in particular—but it remains puzzling why any learner driven…”
The Processing of Formulaic Sequences by Second Language Speakers. (2007, background): “For example, Wray (2002) defined formulaic sequences as sequences of words “stored and retrieved whole from memory at the time of use” (p. 9).”
FREQUENCY OF INPUT AND L2 COLLOCATIONAL PROCESSING (2013, background): “This would seem to contradict claims about NNSs’ limited sensitivity to frequency effects in language (e.g., Wray, 2002 ).”
Age of Onset and Nativelikeness in a Second Language: Listener Perception Versus Linguistic Scrutiny (2009, background): “Native speakers of a language frequently make use of formulaic language, and both L1 and L2 learners rely heavily on prefabricated linguistic chunks in early phases of language development (Wray, 2002).”