Formulaic Expressions in TESOL as a Cognitive Linguistic Approach to Classroom Practice
This study identifies the role of formulaic expressions in enhancing the vocabulary regarding the both speaking and writing competence through a cognitive linguistic and usage-based framework. Formulaic expressions are considered as multiword sequences used frequently in natural setting by native speakers. Based on Alison Wray, David Wood and Norbert Schmitt’s theoretical foundations, this research explores how lexical chunks are retrieved with ease under the cognitive entrenchment in an EFL classroom. Holistic approach to the processing of formulaic expressions is an important aspect in this investigation as formulaic language are ready-made chunks with a single meaning or function. Classroom-based instruction with 18 learners aged 16-22 in a private English learning center have been conducted with cognitive principles of frequency, chunking and conceptual meaning. Data were gathered through classroom observations, pre- post - instruction speech samples and writing notes. The findings reveal that speech continuity, expression variety, confidence and reduced pause frequency in the learner’s language skill development. A shift from fragmented word-by-word production to more fluent chunk-based retrieval indicates reduced processing demands and increases automaticity in speech. In this research TESOL classroom practice is used as an effective bridge between linguocognitive theories and fluency development in communication, particularly for learners transitioning from intermediate accuracy to communicative fluency.