Formulaic language
By Alison Wray. Language Teaching, 2008
403 citations recorded by the source corpus.
Subfields: Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/818cc0d50c6ff176bcccb958468c0905439be01d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
- M. Garnier
- N. Schmitt
- Ron Martinez
- B. Fernández
- F. A. Alali
- Scott Andrew Crossley
- Danielle S. McNamara
- Tom Salsbury
Citations in the corpus
- A Phrasal Expressions List (2012, methodology): “Wray (2008) has suggested that one definition of a phraseological lexical item is that it is processed as if it were one morpheme ‘without recourse to any form-meaning matching of any sub-parts it may have’ (Wray 2008: 12), and especially among high-frequency expressions, there is psycholinguistic…”
- Assessing Lexical Proficiency Using Analytic Ratings: A Case for Collocation Accuracy (2014, background): “Multi-word units are important lexical items acquired by L2 learners (Wray 2002, 2008) largely because of their role as indicators of communicative competence (Moon 1992; Lennon 1996).”
- 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).”
- How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “It is now well established that formulaic language provides processing advantages and is essential for using language fluently and idiomatically, both for native and nonnative speakers (for overviews, see Schmitt, 2004; Wray, 2002, 2008, and Annual Review of Applied Linguistics 32, 2012).”
- 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).”