Formulaicity and language pedagogy

This thesis examines the extent to which research into formulaicity can usefully inform language pedagogy. Aspects of formulaicity are outlined to demonstrate the importance of this area of study to our understanding of language production and use. The relationship between research into formulaicity and wider linguistic research, and between this and language pedagogy, is then examined, and the theoretical and ideological influences on language research and how this may impact on the practice of language teaching discussed. Claims regarding the potential for formulaicity-based pedagogy to aid the acquisition of grammatical competence in an L2 are critically examined, as are notions of what it means to be proficient in a language. The view of language proficiency implied by proficiency testing scales is contrasted with a view of proficiency stemming from studies into formulaic language processing. These issues are then brought together to focus on a particular aspect of language pedagogy, that of teaching academic writing. Conclusions reached in this study are: that formulaicity plays a greater role in normal language production than is generally recognised; that findings from research into this area can add to understanding of what it means to know a language; and that this, in tum, has important implications for language pedagogy. A main conclusion is that, whilst formulaicity-based pedagogy may be more limited than its advocates suggest, its potential to inform the teaching of specific areas of language use should not be ignored