Abstract
The appropriate use of formulas in discourse involves the ability to manage a complex interplay of linguistic, paralinguistic, and pragmatic properties. Given this complexity, we will try to answer the following question: what type of information about formulas do learners need to develop their own pragmatic competence? The problem is addressed from both theoretical and applied points of view. Although the present study is based on analysis of French formulas, it seems that a similar method can be applicable to other foreign languages. The article is structured as follows. Section 1 presents an overview of the previous work on phraseology and the research questions for this study. Section 2 discusses the nature of formulas. Once their main characteristics have thus been identified, Sects. 3 and 4 consider semantic, prosodic, gestural, and pragmatic challenges learners face in learning formulas. Section 5 focuses on the treatment of formulas in dictionaries. A model for describing formulas is illustrated in Sect. 6. Some conclusions are drawn at the end.
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Acknowledgments
I am grateful to Pascale Chamerois and Rebecca Clayton, my students, and anonymous reviewers for helpful comments on the drafts of this article.
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Berthemet, E. (2022). Teaching and Learning French Formulas. In: Corpas Pastor, G., Mitkov, R. (eds) Computational and Corpus-Based Phraseology. EUROPHRAS 2022. Lecture Notes in Computer Science(), vol 13528. Springer, Cham. https://doi.org/10.1007/978-3-031-15925-1_3
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