Grammar and Formulaicity in Foreign Language Teaching

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dc.contributor.authorGozdawa-Gołębiowski, Romuald
dc.date.accessioned2012-03-16T08:49:29Z
dc.date.available2012-03-16T08:49:29Z
dc.date.issued2008
dc.description.abstractThere 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.pl_PL
dc.identifier.citationGlottodidactica, Vol. XXXIV, 2008, s. 75-86.pl_PL
dc.identifier.isbn83-232-1043-8
dc.identifier.issn0072-4769
dc.identifier.urihttp://hdl.handle.net/10593/2263
dc.language.isoenpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectGrammarpl_PL
dc.subjectForeign Language Teachingpl_PL
dc.titleGrammar and Formulaicity in Foreign Language Teachingpl_PL
dc.typeArtykułpl_PL

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Glottodidactica, Vol. 34 (2008)