A Study Of Formulaic Language And Its Use In Middle School English Reading Classes

Formulaic language has become a hot issue in language academics for the recentdecades. In China, it is developing rapidly and being constantly focused on thelanguage teaching. Formulaic language facilitates second and foreign languagelearners as well as native learners, which has been proved by relevant empirical data.On the other hand, it seems to exert little influence on middle school ELT when itcomes to application. Teaching reading is an important element in middle schoolEnglish lessons. It is worthwhile to study teaching procedures that are typical offormulaic language teaching in reading classes. The thesis is to focus on threeresearch questions, namely, elaborating the concept of formulaic language; studyinghow to explain formulaic language in reading materials; summarizing some basicprocedures and laws in applying formulaic language in teaching reading.The thesis adopts document method, text analysis, classroom observation andinterview. It is started with detailed explanation of formulaic language and its relationwith teaching reading. Drawing on the points and experiences from Nattinger&DeCarrico, Michael Lewis, the author deals with the formulaic language in the seniorhigh course book. Through teaching practice, the author inspects the effectiveness bya self-observation and interview with tutors. Finally the author tries to suggest basicprocedures in using formulaic language in reading classes.The result affirms the practical value of formulaic language teaching in readingclasses, especially it affirms the maneuverability at language content level. It iseffective to apply formulaic language to text analysis and presentation when teachingreading. To make language teaching more pluralistic, the application of formulaiclanguage would be a good choice and supplement.