31.785, FYI: Formulaicity and idiomaticity in CFL and CSL

[The LINGUIST List]

LINGUIST List: Vol-31-785. Tue Feb 25 2020. ISSN: 1069 - 4875.

Subject: 31.785, FYI:  Formulaicity and idiomaticity in CFL and CSL

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Date: Tue, 25 Feb 2020 12:04:20
From: Sergio Conti [sergio.conti at uniroma3.it]
Subject: Formulaicity and idiomaticity in CFL and CSL

 
Dear Collegues,

The CASRI research group “Formulaic language, idioms, situation-bound
utterances” is seeking contributions to a journal special issue or a monograph
focused on formulaicity and idiomaticity in Chinese as a foreign or second
language (CFL/CSL respectively).

A formulaic sequence is defined by Wray (2000, p. 465) as “a sequence,
continuous or discontinuous, of words or other elements, which is, or appears
to be, prefabricated: that is, stored and retrieved whole from memory at the
time of use, rather than being subject to generation or analysis”. The
definition is a broad one since it comprises various types of multiword
formations, including collocations, idioms, conversational routines, and
situation-bound utterances (SBUs).

One of the main goals for foreign language learners is to acquire not only the
grammar rules or single lexical units, but also “a means for knowing which of
the well-formed sentences are nativelike” (Pawley & Syder, 1983, p. 194), that
is, formulaic and idiomatic. Research demonstrated that learners can greatly
benefit from mastering formulaic sequences and idioms, especially to increase
the communicative competence. However, a growing number of studies has shown
that mastering formulaic language is challenging, and that “the exact paths to
follow to better teach it are still insufficiently lit” (Meunier, 2012, p.
123).

The number of studies on Chinese formulas is constantly increasing.
Nevertheless, research on formulaicity and idiomaticity in CFL/CSL is still at
an early stage, and much must be done in terms of describing learners’
acquisition and use of various types of formulae, as well as theorizing and
developing practical applications for Chinese teaching and learning. For this
purpose, we especially welcome contributions based on different research
methodologies (qualitative, quantitative, corpus-based, etc.) on the following
aspects:

- Criteria for identifying learners’ formulae (nativelike or non-nativelike);
- Acquisition of formulae in different learning settings;
- Intervention studies on formulaic language teaching;
- Formulaic language for performing linguistic acts;
- Formulaic language account from a contrastive perspective;
- Corpus studies on formulaic language.

Please follow the link below for details and submission instructions:
http://www.caslarcenter.com/projects/casri/289-call-for-papers-formulaicity-an
d-idiomaticity-in-cfl-csl

We look forward to your participation in this project.

Kind regards,

Sergio Conti
Roma Tre University
sergio.conti at uniroma3.it

Zhiqi Gong
Defense Language Institute
zhiqi.gong at yahoo.com

References:
Meunier, F. (2012), Formulaic language and language teaching. Annual Review of
Applied Linguistics, 32, 111-129.
Pawley, A., & Syder, F. H. (1983). Two puzzles for linguistic theory:
Nativelike selection and nativelike fluency. J. C. Richards & R. W. Schmidt
(Eds.), Language and Communication (p. 191-226). New York: Longman.
Wray A. (2000). Formulaic sequences in second language teaching: Principles
and practice. Applied Linguistics, 21(4), 2000, 463-489.
 



Linguistic Field(s): Applied Linguistics

Subject Language(s): Chinese, Mandarin (cmn)





 



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