ISSN: 2581-8651 Journal of Humanities and

Vol-3, Issue-5, Sep – Oct 2021 Education Development

https://dx.doi.org/10.22161/jhed.3.5.4 (JHED)
Peer-Reviewed Journal

A Review of EFL Formulaic Language Acquisition and

Teaching intervention
Chuanfu Chen, Songsong Chen

Postgraduate of Yangtze University, China

Received: 05 Aug 2021; Received in revised form: 10 Sep 2021; Accepted: 15 Sep 2021
©2021 The Author(s). Published by TheShillonga. This is an open access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)

Abstract
This paper reviews EFL formulaic language research in international and Chinese domestic academia from the perspectives of
language acquisition and language teaching. Current studies have some limitations due to different types of reasons. For
example, a lack of representativeness in the selection of target items, a lack of attention to learner’s differences, and a scanty of
high-quality EFL formulaic sequences instruction research. Future research can pay more attention to learners’ differences
that may affect the acquisition and learning process of the formulaic language, with the aim of exploring effective methods and
approaches to improve the competence of EFL learners and promoting the optimization of theories exploring the teaching of
EFL formulaic language.
Keywords— formulaic language; acquisition; incidental acquisition; teaching intervention.
I. INTRODUCTION formulaic language from the two dimensions: EFL
Formulaic language is a kind of multi-word unit that formulaic language acquisition and the impact of EFL
has features of both vocabulary and grammar. It is a formulaic language teaching intervention, hopefully to
complex of form and meaning, which includes idioms, provide some reference for follow-up research.
collocations, lexical bundles, recurring word clusters, frame
phrases and so on (Wray 2000). Learners' formulaic II. EFL FORMULAIC LANGUAGE
language knowledge is an important embodiment of their ACQUISITION
mastery of grammatical knowledge, semantic relation and Based on Krashen's distinction between learning and
pragmatic function. For EFL learners, the knowledge of acquisition, EFL formulaic language acquisition here refers
formulaic language can not only help them understand the to the direct learning of second language formulaic
target language more accurately, but also make them more language autonomously with corpus-based reference
fluent in the output language. In the field of second materials or textbooks or dictionaries (Zhang Qun 2020).
language acquisition (SLA), formulaic language has Scholars have made theoretical discussions on
become an important indicator to measure the development corpus-based formulaic language learning and the
of learners' language ability (wary 2002; Ellis et al. 2008; effectiveness of the method is empirically studied. In the
Ma Rong 2020). To date, the number of theoretical and application of corpus as a tool for direct formulaic language
empirical studies on formulaic language acquisition and learning, learners conduct autonomous learning through
teaching intervention has been increasing and researches tool retrieval. Bao Gui (2006) did a theoretical exploration
have yielded fruitful results. This paper aims to sort out and by introducing the Collins online English Corpus (Cobuild)
comment on the important research results related to retrieval tool. By comparing formulaic language in English

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and Chinese corpora, he aimed to help Chinese English them that they need to be tested.
learners to analyze the semantic scope of formulaic The incidental learning of EFL formulaic sequences
language independently with the online corpus and enrich Previous studies have aimed to explore effective
the content of vocabulary learning in today’s China. Fang teaching methods and learning conditions to promote
Di (2008) made an empirical study and guided learners to second language learners' incidental acquisition of
use the formulaic language information provided in the formulaic language. First of all, as an important influencing
online corpus to help learners to use the formulaic factor, frequency is still tested. For example, Webb (2013)
sequences provided in the corpus-assisted teaching proved through experiments that the mode of learning
textbook consciously in their writing. The real-time revised graded reading materials in the listening reading
post-test found that the effect of direct learning of formulaic interaction mode can help learners complete the incidental
sequences in the autonomous learning group was not very acquisition of formulaic language knowledge, and the effect
obvious. However, the delayed post-test showed that the of formulaic language acquisition is more significant when
corpus-based independent learning process of formulaic the target formulaic language is repeated many times. Zhou
sequences improved the subjects' ability to recognize them Dandan (2014) used empirical research to investigate the
and increased their awareness of learning them in the daily impact of contact frequency types on senior high school
life. Chen (2011) proved that the web-based formulaic students' formulaic language acquisition. She found that
language retrieval tool can play a positive role in the frequency has a significant impact on formulaic sequences
subjects' second language formulaic language acquisition acquisition: different frequency types have different
by comparing the completion of the subjects' limited time acquisition effects, and the effect of skewed distribution is
translation task, and the subjects generally recognized this better than that of normal distribution.
method. Daskalovska (2015) also proved through empirical In the discussion of the impact of teaching methods on
research that corpus-based formulaic language self-guided incidental acquisition, Laufer & girsai (2008) adopted two
learning method can better improve students' language teaching methods to conduct an experiment on formulaic
ability than traditional vocabulary learning methods. It can language teaching for senior high school students. It was
be seen that the tool retrieval based formulaic language found that compared with the meaning centered and form
learning method can help second language learners better centered teaching methods, the post task contrastive form
acquire and use formulaic language. focused teaching method can promote the EFL formulaic
language incidental acquisition to have a positive impact. In
III. EFL FORMULAIC LANGUAGE addition, due to the importance of frequency in the study of
TEACHING INTERVENTION formulaic language in corpus, many scholars (such as Chan
The existing intervention research on EFL formulaic & Liou, 2005; Daskalovska 2014; Boulton & Cobb 2016;
language teaching focuses on incidental acquisition and Cobb 2018) explored and demonstrated the data-driven
intentional instruction. Incidental acquisition of EFL formulaic language teaching method. As an important part
formulaic language is relative to second language of the study of formulaic language, Lu Xiaofei and Liu
intentional learning. Incidental acquisition refers to that Yingying (2019) summarized the study of formulaic
when students complete other tasks (such as reading or language in academic English researches based on corpus,
communication), their attention is not on the memory of and expounded the importance and feasibility of the
words, but inadvertently acquire words (Laufer 1998, combination of formal analysis and functional analysis in
Schmitt 2010) while intentional EFL formulaic language further academic English research and teaching.
instruction refers to the use of explicit teaching methods to In terms of output task types, Huang Yan (2016)
teach the target formulaic sequences, or explicitly require investigated the effects of four different types of output
learners to recite the target formulaic language and inform tasks (writing, reconstruction, re-translation and retelling

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reinforcement) on adult EFL learners' attention to formulaic sequences and need to be further deepened (Qu dianning,
language and incidental acquisition in subsequent related Peng Jinding, 2016).
inputs through multi-variable empirical research. She The intentional instruction of EFL formulaic language
proved that focused output tasks can improve learners' A rather consistent finding that the formulaic language
attention to formulaic language. And the higher the focus of teaching model can better improve learners ability than the
the output task, the deeper the attention processing triggered, traditional teaching method was made by previous studies
and the better the acquisition effect and persistence. on the intentional instruction of EFL formulaic language. In
As for learner differences, Golaghaei (2011) terms of teaching methods, Yu Xiulian (2008) found
conducted a vocabulary test on learners of two cognitive through a two-year formulaic language teaching experiment
styles and found that at the same level, field independent that the amount of formulaic language has a greater impact
cognitive style learners scored higher in understanding and on students' English application ability than the amount of
productive vocabulary knowledge than field dependent words, and this teaching method is more conducive to
cognitive style learners. Zhang Jing (2018) also confirmed improving college students' English application ability than
that field independent cognitive style has more advantages traditional vocabulary teaching method. Wu Ping (2014)
than field dependent cognitive style in the process of focused on the effectiveness of the task driven formulaic
formulaic language acquisition. And She found that the language teaching model. The experimental results show
higher the prominence of learning materials, the more it can that the listening, reading, writing and translation ability of
stimulate learners' attention, the better the immediate the experimental class is significantly different from that of
acquisition effect and its delayed maintenance. the control class using the traditional teaching method, and
In terms of learners' previous vocabulary knowledge, the relevant questionnaire survey also showed that this
Peter & Webb’s (2018) study found that in the case of model helps to cultivate students' language internalization
audio-visual input, the subjects' previous vocabulary was ability, enhance their learning initiative and reduce their
positively correlated with the incidental acquisition effect dependence on teachers. However, more precise
of formulaic language in the tasks of form recognition experiments are needed to demonstrate which one is at
and meaning recall. Puimège & Peters (2019) even found work: the task-driven method or the formulaic language
that second language learners can incidentally acquire teaching model? What’s further, Shi luoxiang (2014)
formulaic language in only one audio-visual input without believed that vocabulary teaching should be turned into an
subtitles. In the formal recall task, it was further confirmed overall teaching centered on formulaic language teaching,
that the subject's vocabulary size was positively correlated and suggested that formulaic language teaching and its
with the acquisition effect, and that the learner's previous strategies should be incorporated into the syllabus of the
vocabulary might promote the acquisition of formulaic primary and secondary schools.
sequences. In the aspect of recitation of formulaic language,
Previous studies have shown that the effect of foreign scholars with English as the target language pay
incidental acquisition of EFL formulaic language is affected more attention to their phonetic features. Some scholars
by many factors, such as learning materials and types, have found that compared with non-alliterative formulaic
learning mode, number of words in the formulaic sequence, language, formulaic sequences with alliterative
task types and test time. Most studies distinguished learners' characteristics (such as cut corners; slippery slope; time will
English proficiency and age (such as Huang Yan 2016, tell; toss and turn; good as gold; life-long learning; better
puimège & Peters 2019), but few have focused on learners' safe than sorry, time and tide wait for no man) shows a
own factors like learning attitude and cognitive style. There certain degree of acquisition advantage in the test, and the
are fewer studies on the impact of language aptitude and recall test effect is significantly enhanced after the teacher
working memory on incidental acquisition of formulaic emphasizes the alliteration feature of the target formulaic

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language (Boers, Lindstromberg & Eyckmans 2014; ability than writing. In short, studies have shown that
Eyckmans, Boers, & Lindstromberg 2016; Lindstromberg recitation has a positive impact on the acquisition of
& Boers, 2008). In addition, these researchers also found formulaic sequences, notwithstanding the effect is affected
that the formulaic language of vowel rhyme(such as small by the factors of target formulaic language themselves.
talk; cook the books; hit and miss) and formulaic sequences Due to the way of task setting, it may be difficult for
with the same rhyme(such as steel clear; brain drain; left researchers to really distinguish incidental learning from
high and dry) also has a similar test effect(Boers et al., 2014; intentional learning in practice, so the research scope is
Lindstromberg & Boers, 2008). They further argued that if rather narrow to some degree, and there are few diachronic
these characteristics are pointed out in relevant textbooks or studies and case studies. However, the existing research has
teaching process, it will help learners' memory of the target had a positive impact on formulaic sequences teaching in
formulaic language. China based on different teaching objectives.
By contrast, the influence of recitation on the
production of formulaic language in subsequent IV. CONCLUSION AND PROSPECT
compositions or oral tests is mostly investigated in China. Scholars at home and abroad have made useful
Deng Liming and Wang Xiangyun (2007) focused on the attempts to explore the optimal method of EFL formulaic
correlation between recitation input and writing proficiency language acquisition and teaching, but there are some
and discussed the effect of recitation language input on the limitations in the current researches. Firstly, there are still
development of Chinese students' second language writing disputes about the definition of formulaic language. There
ability. The research shows that recitation language input is are many overlaps in formulaic language, collocation,
obviously helpful to the acquisition and consolidation of lexical chunks, lexical bundles, prefabricated lexical
Chinese students' writing output. Zhao Jizheng (2008) chunks, idioms, word clusters and other terms, which need
focused on the impact of recitation on English formulaic to be further clarified (Gao Hang 2017; Zhang Qun (2020).
language learning, the subjects are required to recite 10 Secondly, there are few studies on the combination of
short passages with an average word length of 120 words multiple teaching methods and the impact of different
within two weeks, and clearly informed the subjects that situational factors on formulaic sequences teaching, and
they would be tested. The results show that recitation can there is no exploration on whether some teaching methods
improve the accuracy of formulaic sequences to a certain that have attracted much attention (such as explicit teaching
extent, but the learning effects of different types of method, post task comparative form focus teaching method,
formulaic sequences are different in composition output. etc.) are also applicable to different types of formulaic
The reason may be that the subjects failed to pay enough language (Ma Rong 2020). Thirdly, there are few existing
attention to the target formulaic sequences when reciting studies on learners' own factors. How learners' previous
the passage, and the teaching intervention time was short, vocabulary knowledge and other factors affect the
and some target formulaic sequences failed to become acquisition effect of formulaic language needs to be further
productive in-depth knowledge which was saved in the long verified. In addition, because the research on formulaic
term memory. Qi Yan and Xia Jun (2016) investigated the language teaching has not yet formed a complete theoretical
impact and degree of reciting formula language on Chinese system and experimental paradigm, the scientificity and
English learners' composition and oral output. After eight popularization of its conclusion need to be further
weeks of teaching, they found that formula language demonstrated (Zhang Qun 2020).
recitation can effectively promote the development of
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