Download Full PDF

Luu Dat Phi

Independent Researcher, Vietnam

 

Abstract

Idiomatic and formulaic expressions constitute essential ingredients in academic communication in English for Foreign Language (EFL) settings, the teaching of which is often deficient. This paper proposes a theoretical framework for the explicit teaching of such language, giving preference to usage-based approaches, sociocultural scaffolding, and cognitive learning theories. Increasing input, raising consciousness, scaffolding practice, and feedback are key operational features guiding teachers in preparing materials and syllabus design. While this framework is aimed at increasing fluency and rhetorical power, the drawbacks are that it is conceptual in nature and requires contextualization. Future suggested avenues for empirical research would definitely go a long way in validating and refining this framework towards academic success for EFL learners.

 

Keywords

Idiomatic language, formulaic sequences, explicit instruction, EFL academic contexts, theoretical framework