Abstract
This chapter concerns the relationship between second language (L2) literacy development and formulaic language instruction for secondary school classrooms in mainland China. It begins by defining L2 literacy and then through a succinct literature review, we discuss the relationship between L2 formulaic knowledge and L2 literacy development (i.e., L2 reading comprehension and L2 writing). Next, we discuss plausible reasons that have hindered Chinese secondary learners’ formulaic language learning. Then, to encourage an increase in formulaic language in Chinese secondary education classrooms, we offer up useful teaching principles and learning activities proposed in previous studies. We feel these principles and activities have the potential to help teachers make informed decisions about what formulaic language should be taught and how they should go about it.
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Acknowledgement
This work was supported by the University of Macau under Grant SRG2016-00079-FED.
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Ding, C., Reynolds, B.L. (2019). English Literacy Development in Mainland Chinese Secondary English Classrooms: Pedagogical Recommendations for Enhancing Formulaic Language. In: Reynolds, B.L., Teng, M.F. (eds) English Literacy Instruction for Chinese Speakers. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-6653-6_7
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DOI: https://doi.org/10.1007/978-981-13-6653-6_7
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