The functions of formulaic language: an integrated model

By Alison Wray, M. Perkins. 2000

675 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d1da2badfcfd5a6f3e7cb2ed33a055caaf496dc5

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Native and nonnative use of multi-word vs. one-word verbs (2007, background): “Also, these verbs have to be acquired, stored and retrieved from memory as a holistic unit (Wray and Perkins 2000).”
Formulaic Language in Learner Corpora (2012, background): “It is now widely accepted that language is largely formulaic in nature, and that phraseological competence is an important part of nativelike, fluent, and idiomatic language use (Hoey, 2005; Pawley & Syder, 1983; Wray & Perkins, 2000).”
As can be seen: Lexical bundles and disciplinary variation (2008, background): “Wray and Perkins (2000), for instance, argue that such sequences function as processing short-cuts by being stored and retrieved whole from memory at the time of use rather than generated anew on each occasion.”
Interpersonal Communication: Theoretical Perspectives, Future Prospects (2005, positive): “Linguistic formulaicity enables individuals to cope with the memory demands individuals incur during social interactions (Wray & Perkins, 2000).”
Teaching Formulaic Sequences: The Same as or Different From Teaching Single Words? (2012, positive): “From the various types of formulaic sequence, we chose to focus on idioms, because they form an essential aspect of language (Wray & Perkins, 2000) and because they are often overlooked by teachers due to their presumed difficulty.”
Language With Character: A Stratified Corpus Comparison of Individual Differences in E-Mail Communication (2006, background): “However, high extraverts did also have seven collocations involving proper names, whereas low extraverts had four.”
Lexical bundles in university spoken and written registers (2007, background): “…researchers generally recognize the importance of formulaic language for native-like competence and fluency (see Van Lancker-Sidtis & Rallon, 2004; Wray & Perkins, 2000, among many), there is little agreement as to how formulaic sequences might be effectively introduced in L2 teaching curricula.”
Tense, aspect and the passive voice in L1 and L2 academic texts (2004, background): “Furthermore, other investiga tions have pointed out that E nglish passive constructions are largely collocational and idiomatic (e.g., H inkel, 2004; O wen, 1993; Wray, 2002; Wray and Perkins, 2000).”
Toward a mechanistic psychology of dialogue (2004, background): “Some routines are idioms, but not all (e.g., I love you is a routine with a literal interpretation in the best relationships; see Nunberg et al. 1994; Wray & Perkins 2001).”
First Steps toward a Usage-Based Theory of Language Acquisition (2001, background): “Because of this wholistic, utterance-level organization along with open slots, we may call these utterance schemas (see Wray and Perkins 2000 for a similar proposal).”