THE ROLE OF FORMULAIC LANGUAGE IN DEVELOPING THE COMPETENCE IN NATIVE SPEAKERS AND ESL LEARNERS

Abstract

Abstract: This article explores the concept of formulaic language from the intersecting perspectives of education, psycholinguistics, and corpus linguistics. It discusses extraction of pedagogically beneficial formulaic sequences for academic speech and writing, with a focus on English as a Second Language (ESL) and English for Academic Purposes (EAP) instruction. The study encompasses a series of experiments that investigate how specific features of formulaic language impact the comprehension and fluency of advanced L2 English learners and native English speakers. The analysis considers various metrics derived from corpora, such as length, frequency, and mutual information, revealing differential processing patterns across different populations. This has implications for the psycholinguistic validity of corpus-derived formulas, the learning model, the prioritization of formulas in ESL and EAP classrooms, and the pedagogical strategies for ESL and EAP instruction. In addition, the article discusses the consensus on the definition of formulaic language and its relevance in capturing native-like selection in L2 development, challenging the traditional delineation of language subsystems. Ultimately, the work sheds light on the complexities and cultural considerations involved in teaching and learning formulaic language in diverse linguistic contexts, portraying the challenges faced by ESL learners in understanding culturally specific expressions and metaphors.