Formulaic expressions in adult language learning – expectations and data

Abstract

Despite the scarcity of empirical data, it is common belief that as an essential part of their language development, second and foreign language learners must acquire a rich repertoire of various expressions conventionally used by target language communities. In addition, language teaching methodologies and classroom practices again and again turn to the teaching of frequent and/or useful expressions as ready-made chunks. The international research on (mostly English) formulaic language has had a relatively long past, and the field of Hungarian as a foreign language has also shown interest in formulaic expressions recently. Nevertheless, we have little data on what sequences should be taught to which students when and in what amounts, not to mention how the different expressions should be taught and why so. In the present paper, I first describe the changes in the field of Hungarian as a foreign language since the turn of the century that have by now led to a favorable theoretical background for the linguistic and pedagogical research of formulaic expressions in Hungarian. Then, I summarize the various common beliefs and expectations that have inspired, and still inspire, those working in second and foreign language teaching to try and apply the theories of rule-based and/or patternbased learning in the context of language teaching. I also present how recent research findings make it necessary to reconsider some of the earlier expectations. I conclude the paper with recommendations and insights that I
find important to consider in the light of the findings, for the successful teaching of formulaic expressions in Hungarian as a foreign language.