Koninklijke Zuid-Nederlandse Maatschappij voor Taal-, Letterkunde en Geschiedenis
Handelingen der Koninklijke Zuid-Nederlandse Maatschappij voor Taal- en Letterkunde en Geschiedenis vol:56 pages:177-192
Foreign-language (FL) learners are faced with the challenge of acquiring a large vocabulary. Research has shown that the acquisition of formulaic sequences (FS) and collocations is one of the biggest lexical challenges for foreign language learners. Researchers and teachers alike acknowledge the importance of learning FS in the FL classroom because FS serve a number of communicative functions; they are ubiquitous in language; they allow more fluency in language output and their use makes FL learners come across as more proficient (Barfield and Gyllstad 2009; Boers et al. 2006; Schmitt 2008: 340). This paper reports on three studies that explore the effect of different pedagogic interventions on the acquisition of formulaic sequences and collocations. The pedagogic implications of the research findings are discussed in detail.