Grammar and Formulaicity in Foreign Language Teaching
PDF

Keywords

grammar
foreign language teaching

How to Cite

Gozdawa-Gołębiowsk, R. (2018). Grammar and Formulaicity in Foreign Language Teaching. Glottodidactica, 34, 75–86. https://doi.org/10.14746/gl.2008.34.8

Abstract

There are three general problem areas in the production of native-like language by the foreign learner: lexically based co-occurrence restrictions, inflectional paradigms and function words with little semantic impact. Remedial action can either be rule-based or dictionary-based. This corresponds to two traditionally recognized modes of sentence processing: analytic (with conscious reference to the grammatical system) or holistic (formulaic, where whole chunks are attended to). I argue for the existence of a third, middle-of-the-road strategy, which I tentatively label the "contentive" mode of sentence processing, with the focus on content-bearing individual lexical items.. Contentive processing is a key factor in the modular concept of formulaicity, proposed in this paper. A formula can be thought of as a bundle of opaque features, a recurrent unit, a social token or a morphosyntactic exemplar. This puts a different perspective on language teaching.
https://doi.org/10.14746/gl.2008.34.8
PDF

References

Chomsky, N., 1995. The Minimalist Program. Cambridge, MA: MIT Press.

Epstein, S.D./Flynn, S./Martohardjono, G., 1996. Second language acquisition: theoretical and experimental issues in contemporary research. In: Behavioral and Brain Sciences 19, 4: 677-758.

Goldberg, A.E., 2006. Constructions at work. The nature o f generalization in language. Oxford: OUP.

Gozdawa-Gołębiowski, R., 2003. Interlanguage formation. A study o f the triggering mechanisms. Warszawa: Instytut Anglistyki UW.

Gozdawa-Gołębiowski, R., 2004. Do adults have access to Universal Grammar? Reassessing the generative account. In: Lingua Posnaniensis 46: 7-20.

Herschensohn, 2000. The second time around. Minimalism and L2 acquisition. Amsterdam: John Benjamins.

James, C., 1994. Explaining grammar to its learners. In: M. Bygate/A. Tonkyn/E. Williams, (eds.), Grammar and the language teacher. London: Prentice Hall: 203-214.

Moon, R., 1998. Fixed expressions and idioms in English. Oxford: Clarendon Press.

Nattinger, J.R./DeCarrico, J.S., 1992. Lexical phrases in language teaching. Oxford: OUP.

O'Grady, W., 2005. The radical middle: nativism without Universal Grammar. In: C.J. Doughty/M.H. Long, (eds), The handbook o f second language acquisition. Malden, MA: Blackwell Publishing: 43-62.

Pawley, A./Syder F.H., 1983. Two puzzles for linguistic theory: nativelike selection and nativelike fluency. In: J.C. Richards/R. Schmidt (eds.), Language and communication. London: Longman: 191-226.

Schmitt, N. (ed.) 2004. Formulaic sequences. Acquisition, processing and use. Amsterdam/Philadelphia: John Benjamins.

Sinclair, J., 1991. Corpus, concordance, collocation. Oxford : OUP.

Skehan, P., 1998. A cognitive approach to language learning. Oxford: OUP.

Wray, A., 2002. Formulaic language and the lexicon. Cambridge: CUP.