Formulaic sequences in second language teaching: principle and practice

By Alison Wray. 2000

580 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/eb3b93e4bcda2744bcd0fe2da6651f6e454ee3f5

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Citations in the corpus

Lexical bundles in university spoken and written registers (2007, background): “For example, Wray (2000) reviews three major pedagogical frameworks (Lewis, 1993; Nattinger & DeCarrico, 1992; Willis, 1990) but finds them all inadequate to some extent.”
Optimal Psycholinguistic Environments for Distance Foreign Language Learning (2003, background): “Nevertheless, children do seem to learn many items, such as phrasal verbs, gender-marked modifiers plus nouns, and numerous lexical collocations, as "chunks," or "formulaic sequences" (Wray, 2000), as evidenced by their quick and accurate mastery of thousands of such items.”
Processing and learning of enhanced English collocations: An eye movement study (2017, background): “Wray (2000) defines formulaic sequence as: a sequence, continuous or discontinuous, of words or other meaning elements, which is or appears to be, prefabricated: that is, stored and retrieved whole from memory at the time of use, rather than being subject to generation or analysis by the language…”
Is There an "Academic Vocabulary"? (2007, unknown): “Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (Eds.). (1999). Longman grammar of spoken and written English.”
What Do We (Think We) Know About Formulaic Language? An Evaluation of the Current State of Play (2012, background): “…explanations offered by Van Lancker (1987; Van Lancker Sidtis, 2009), Sinclair (1987, 1991), and others, including in my own earlier work (e.g., Wray, 1999, 2000, 2002; Wray & Perkins, 2000), strongly suggest a clear difference in kind between formulaic and nonformulaic processing, and this…”
The Effects of Vocabulary Learning on Collocation and Meaning. (2009, methodology): “Although viewed initially as a tool through which to develop higher level productive skills in advanced learners, the benefi ts of learning collocations are now seen as extending beyond mere word selection to include fl uency development as well as improvements in accuracy (Wray, 2000).”
Teaching Formulaic Sequences: The Same as or Different From Teaching Single Words? (2012, background): “In fact, the difficulty in attaining high levels of English proficiency has been attributed to the lack of formulaic sequence learning and use (Howarth, 1996; Wray, 2000).”
THE ROLE OF LEARNING ENVIRONMENT IN THE DEVELOPMENT OF PRAGMATIC COMPREHENSION (2008, background): “…observed in research on routines, which are highly conventionalized forms of language associated with a specific situation and communicative function ~Coulmas, 1981; Wray, 2000!+ Because the comprehension of routines is entirely memory based and closely associated with the situations in which…”
An Academic Formulas List: New Methods in Phraseology Research (2010, background): “…that contiguous multiword phrases are important units of language, be likewise transformed at U niversity of M ichigan on A ugust 11, 2010 http://applij.oxfordjournals.org D ow nloaded from into practical pedagogical uses (Nattinger and DeCarrico 1992; Lewis 1993; Wray 2000; Schmitt 2004)?”
The link between vocabulary knowledge and spoken L2 fluency (2008, methodology): “We have not yet undertaken the analysis of another extremely important aspect of linguistic competence in PAROLE , the use of ‘formulaic’ language (Wray 2000 ) by our native and non-native speakers.”
Pointing Out Frequent Phrasal Verbs: A Corpus‐Based Analysis (2007, background): “Many English language teachers have noted the importance of mul-tiword knowledge in developing their learners’ nativelike fluency (Moon, 1997; Schmitt, 2004; Wray, 2000, 2002).”