Frame-based formulaic features in L2 writing pedagogy: Variants, functions, and student writer perceptions in academic writing

This paper analyzes formulaic language in conference abstracts in Applied Linguistics and tracks an application of the findings to a second language English academic writing context. Specifically, the authors identify and profile phrase-frames (a form of discontinuous formulaic sequence) in terms of their frequency, internal variation, predictability, structure, and rhetorical functions in a corpus of approximately 1,600 conference abstracts in Applied Linguistics. The analysis informed a corpus- and genre-based second language writing pedagogical intervention on formulaic language, and the paper also presents the experiences of learners through sample student writing, survey, and interview data. Overall, findings highlight the pedagogical potential for including frame-based formulaic language in second language writing pedagogy due to the prevalence and inherent productivity of such features, the clear role they play in signaling functional intentions in rhetoric, and their ability to stimulate reflection and discussion of formulaicity in writing more broadly