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Formulaic Language and Second Language Acquisition: Zipf and the Phrasal Teddy Bear

Published online by Cambridge University Press:  05 December 2012

Nick C. Ellis
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Abstract

This article revisits earlier proposals that language learning is, in essence, the learning of formulaic sequences and their interpretations; that this occurs at all levels of granularity from large to small; and that the language system emerges from the statistical abstraction of patterns latent within and across form and function in language usage. It considers recent research in individual differences, the psycholinguistics of language processing, and longitudinal studies of first (L1) and second (L2) language acquisition. The first section reviews studies of individual differences in phonological short-term memory (PSTM) and working memory (WM) and their correlations with vocabulary and grammar acquisition in L2. The second section summarizes evidence that language processing is sensitive to the statistical properties of formulaic language in terms of frequency and transitional probability. The third section examines the definition of formulas and formulaicity using different statistical metrics. The fourth section evaluates longitudinal research in L1 and L2 into the putative developmental sequence commonly proposed in usage-based approaches, from formula to low-scope pattern to creative construction. The final section weighs the implications of the statistical distributions of formulaicity in usage for developmental sequences of language acquisition. Zipf's law and the “phrasal teddy bear” explain the paradox whereby formulas seed language acquisition and yet learner language is formula-light in comparison to native norms.

Type
SECTION A: COGNITIVE PERSPECTIVES ON FORMULAIC LANGUAGE
Information
Annual Review of Applied Linguistics , Volume 32 , March 2012 , pp. 17 - 44
Copyright
Copyright © Cambridge University Press 2012

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References

ANNOTATED BIBLIOGRAPHY

Collins, L., & Ellis, N. C. (Eds.). (2009). Input and second language construction learning: frequency, form, and function. The Modern Language Journal, 93, whole issue.

A special issue of The Modern Language Journal exploring how the acquisition of linguistic constructions is driven by the frequency and frequency distribution of exemplars within construction, the matching of their meaning to the construction prototype, and the reliability of their mappings.

Ellis, N. C., & Cadierno, T. (2009). Constructing a second language. Annual Review of Cognitive Linguistics, 7(Special section), 111–290.

A special section of Annual Review of Cognitive Linguistics exploring cognitive linguistic theories of SLA.

Gries, S. T., & Divjak, D. S. (Eds.). (in press). Frequency effects in language: learning and processing. Berlin, Germany: Mouton de Gruyter.

A state-of-the-art collection on frequency effects in language learning and processing.

Robinson, P., & Ellis, N. C. (Eds.). (2008). A handbook of cognitive linguistics and second language acquisition. London, UK: Routledge.

Reviews of usage-based approaches to L1 and L2 acquisition.

Rebuschat, J., & Williams, J. N. (Eds.). (in press). Statistical learning and language acquisition. Berlin, Germany: Mouton de Gruyter.

A state-of-the-art collection on statistical language learning.

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