Author(s)

Zuo Tianyu

Corresponding Author

Zuo Tianyu

ABSTRACT

The present study analyzed frequency and features of the FSs in three Chinese junior school English textbooks, based on empirical studies and research from the corpus. The results suggest that the FSs are given less focus in English textbooks than the individual words and are mainly being taught through discourses. FSs have important functions to the improvement of language proficiency. In particular, in terms of the interpersonal function of achieving communicative goals and increasing speech fluency, there are also some implications for textbook design and FSs teaching to develop Chinese junior students’ pragmatic competence in English.

KEYWORDS

China, Textbooks, Formulaic sequences, Language teaching