In order to build upon the present study findings and address its limitations, educators and researchers who are interested in formulaic language may retain the current research model – an error analysis model with the addition of correct output and a correlation analysis – while making adjustments to investigate FSs in spoken production. It is preferable to involve native English speakers in the identification of FS errors and correct output to increase objectivity. Alternatively, instead of a correlation analysis, pedagogical experiments may be conducted to determine the cause of FS errors and the effectiveness of certain learning variables (such as sources of exposure, learning contexts, or study techniques) on formulaic performance. Last but not least, it may be useful to collect errors at multiple points in time to establish which types of errors are systematic and remediate them accordingly.
REFERENCES
103
Alangari, M., Jaworska, S., & Laws, J. (2020). Who’s afraid of phrasal verbs? The use of phrasal verbs in expert academic writing in the discipline of linguistics.
Journal of English for Academic Purposes, 43, 1–13.
https://doi.org/https://doi.org/10.1016/j.jeap.2019.100814
Armstrong, K. (2004). Sexing up the dossier: A semantic analysis of phrasal verbs for language teachers. Language Awareness, 13(4), 213–224.
Bannard, C., & Lieven, E. (2009). Repetition and reuse in child language learning.
In H. Ouali, E. A. Moravcsik, R. Corrigan, & K. Wheatley (Eds.), Formulaic language: Acquisition, loss, psychological reality, and functional explanations (Vol. 2, pp. 299–321). Philadelphia: John Benjamins Publishing Company.
Barrs, K. (2019). Deriving lists of collocates from web corpora: Issues and implications of different association measures. Studies in the Humanities and Sciences, 60(2), 71–78.
Becker, J. D. (1975). The phrasal lexicon. Theoretical Issues in Natural Language Processing, 60–63. Cambridge, Massachusetts: Association for
Computational Linguistics.
https://doi.org/https://doi.org/10.3115/980190.980212
Bestgen, Y. (2018). Evaluating the frequency threshold for selecting lexical bundles by means of an extension of the Fisher’s exact test. Corpora, 13(2), 205–228.
Bhalla, V., & Klimcikova, K. (2019). Evaluation of automatic collocation extraction methods for language learning. Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications, 264–274.
Boers, F., Eyckmans, J., Kappel, J., Stengers, H., & Demecheleer, M. (2006).
Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language Teaching Research, 10(3), 245–261.
https://doi.org/https://doi.org/10.1191/1362168806lr195oa
104
Boers, F., & Lindstromberg, S. (2006). Cognitive linguistic applications in second or foreign language instruction: Rationale, proposals, and evaluation. In G.
Kristiansen, M. Achard, R. Dirven, & F. J. R. de M. Ibỏủez (Eds.), Applications of cognitive linguistics (pp. 305–355). New York: Mouton de Gruyter.
Boers, F., & Lindstromberg, S. (2009). Optimizing a lexical approach to instructed second language acquisition. New York: Palgrave Macmillan.
Bolinger, D. (1971). The phrasal verb in English. Cambridge, Massachusetts:
Harvard University Press.
Bonk, C. J. (2000). Testing ESL learners’ knowledge of collocation. A Focus on Language Test Development: Expanding the Language Proficiency Construct across a Variety of Tests (Technical Report #21) , 113–142.
Boone, G. (2021). How social interaction affects students’ formulaic development in L2 German in a multilingual SA context: Four case studies. In Language, Mobility and Study Abroad in the Contemporary European Context (pp. 154–
170). Routledge.
Boonyasaquan, S. (2009). An analysis of collocational violations in translation.
Journal of Humanities, 27(2).
Boukhenfir, L., & Bourbia, A. (2017). Students’ strategies in translating culture- specific idioms from English into Arabic. Mohammed Seddik Ben Yahia University-Jijel.
Buerki, A. (2016). Formulaic sequences: A drop in the ocean of constructions or something more significant? European Journal of English Studies, 20(1), 15–
34.
Bui, D. C., Myerson, J., & Hale, S. (2013). Note-taking with computers: Exploring alternative strategies for improved recall. Journal of Educational Psychology, 105(2), 299. https://doi.org/https://psycnet.apa.org/doi/10.1037/a0030367
Bui, P. H. (2019). A cognitive linguistic approach to teaching English idioms to
105
EFL students: Experimental results. The Southeast Asian Journal of English Language Studies, 25(2). https://doi.org/http://doi.org/10.17576/3L-2019- 2502-09
Bui, T. K. P. (2018). Common structural errors in Vietnamese - English translation made by English majored students at Duy Tan University. Journal of Science and Technology, 8(129), 61–65.
Castro, M. (2013). An analysis of prepositional errors of college students.
Proceedings of the 3rd International Conference on Foreign Language Learning and Teaching, 97–108. Bangkok, Thailand.
Chen, H. H.-J., Yang, C. T.-Y., Wei, I. F.-F., & Jiang, A. (2015). A corpus study on phrasal verb use in the academic writing of published authors, native English-speaking students, and Taiwanese EFL learners. English Teaching &
Learning, 39(4), 63–91.
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics in Language Teaching, 5, 161–170.
Corder, S. P. (1974). Idiosyncratic dialects and error analysis. Error Analysis:
Perspectives on Second Language Acquisition, 158–171.
Corder, S. P. (1975). Error analysis, interlanguage and second language acquisition. Language Teaching, 8(4), 201–218.
Cowie, A. P. (1994). Phraseology. In A. R. E (Ed.), Encyclopedia of Language and Linguistics (pp. 3168–3171). Pergamon: Oxford.
Dagut, M., & Laufer, B. (1985). Avoidance of phrasal verbs—A case for contrastive analysis. Studies in Second Language Acquisition, 7(1), 73–79.
Dam, P. (2001). Old habits die hard: Persistent errors in English written by Vietnamese speakers. The Annual Meeting of the National Association of Bilingual Education, 1–7. Arizona: ERIC.
Darwin, C. M., & Gray, L. S. (1999). Going after the phrasal verb: An alternative
106
approach to classification. Tesol Quarterly, 33(1), 65–83.
https://doi.org/https://doi.org/10.2307/3588191
de Souza Hodne, L. C. (2009). Collocations and teaching: Investigating word combinations in two English textbooks for Norwegian upper secondary school students. The University of Bergen.
Dirven, R. (2012). English phrasal verbs: Theory and didactic application. In D.
Geeraerts, R. Dirven, J. Taylor, & R. Langacker (Eds.), Language Pedagogy (pp. 3–28). Berlin, Boston: De Gruyter Mouton.
Do, T. H. (2017). The impact of different instructions on Vietnamese EFL students’ acquisition of formulaic sequences. English Language Teaching, 10(8), 18–31.
Dửrnyei, Z., Durow, V., & Zahran, K. (2004). Individual differences and their effects on formulaic sequence acquisition. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 87–106). Amsterdam: John Benjamins Publishing Company.
Dulay, H. C., & Burt, M. K. (1972). You can’t learn without goofing: An analysis of children’s second language. In J. Richards (Ed.), Error Analysis.
Perspectives on Second Language Acquisition (pp. 1–46). London: Longman.
Dulay, H. C., & Burt, M. K. (1974). Errors and strategies in child second language acquisition. TESOL Quarterly, 129–136.
Dulay, H. C., Burt, M. K., & Krashen, S. (1982). Language two. New York:
Oxford University Press.
Durna, F. K., & Güneş, O. (2020). A corpus linguistics investigation into phrasal verbs in British academic spoken English. Journal of Foreign Language Education and Technology, 5(1), 204–223.
Durrant, P. (2008). High frequency collocations and second language learning.
University of Nottingham.
107
Durrant, P., & Schmitt, N. (2009). To what extent do native and non-native writers make use of collocations? International Review of Applied Linguistics in
Language Teaching, 47(2), 157–177.
https://doi.org/https://doi.org/10.1515/iral.2009.007
Earles, J. L., & Kersten, A. W. (2000). Adult age differences in memory for verbs and nouns. Aging, Neuropsychology, and Cognition, 7(2), 130–139.
https://doi.org/https://doi.org/10.1076/1382-5585(200006)7:2;1-U;FT130 Ellis, R. (1997a). Second language acquisition (Ninth; H. Widdowson, Ed.).
Oxford: Oxford University Press. Retrieved from https://books.google.com.vn/books?id=Wwdb7P0CG5AC&printsec=frontco ver&dq=Second+Language+Acquisition+ellis&hl=en&sa=X&redir_esc=y#
v=onepage&q=error analysis&f=false
Ellis, R. (1997b). The study of second language acquisition. Oxford: Oxford University Press.
Engelkamp, J., Zimmer, H. D., & Mohr, G. (1990). Differential memory effects of concrete nouns and action verbs. Zeitschrift Für Psychologie Mit Zeitschrift Für Angewandte Psychologie, 198(2), 189–216.
Erman, B., & Warren, B. (2000). The idiom principle and the open choice principle. Text-Interdisciplinary Journal for the Study of Discourse, 20(1), 29–62.
Etzel, B. C. (2019). Environmental approaches to the development of conceptual behaviors. In D. M. Baer & E. M. Pinkston (Eds.), Environment And Behavior (pp. 52–79). New York, NY: Routledge.
Fletcher, B. (2005). Register and phrasal verbs. MED Magazine, 33(4), 212–224.
Retrieved from http://macmillandictionaries.com/MED- Magazine/September2005/33-Phrasal-Verbs-Register.htm
Foster, P. (2001). Rules and routines: A consideration of their role in the task- based language production of native and non-native speakers. In M. Bygate,
108
P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 75–93). Harlow: Longman.
Friedman, M. C. (2014). Notes on note-taking: Review of research and insights for students and instructors. Harvard Initiative for Learning and Teaching, pp. 1–
34.
Gablasova, D., Brezina, V., & McEnery, T. (2017). Collocations in corpus‐based language learning research: Identifying, comparing, and interpreting the
evidence. Language Learning, 67(S1), 155–179.
https://doi.org/https://doi.org/10.1111/lang.12225
Gardner, D., & Davies, M. (2007). Pointing out frequent phrasal verbs: A corpus‐
based analysis. TESOL Quarterly, 41(2), 339–359.
Gass, S. M., & Selinker, G. (2008). Second language acquisition: An introductory course. New York: Taylor & Francis.
Gerard, J. E. (2007). The reading of formulaic sequences in a native and non- native language: An eye movement analysis. The University of Arizona.
Ghabanchi, Z., & Goudarzi, E. (2012). Avoidance of phrasal verbs in learner English: A study of Iranian students. World Journal of English Language, 2(2), 43.
Gibbs Jr, R. W. (2007). Idioms and formulaic language. In D. Geeraerts & H.
Cuyckens (Eds.), The Oxford handbook of cognitive linguistics. New York:
Oxford University Press.
Granger, S., & Bestgen, Y. (2014). The use of collocations by intermediate vs.
advanced nonnative writers: A bigram-based study. International Review of Applied Linguistics in Language Teaching, 52, 229–252.
https://doi.org/https://doi.org/10.1515/iral-2014-0011
Hager, P., Gonczi, A., & Athanasou, J. (1994). General issues about assessment of competence. Assessment and Evaluation in Higher Education, 19(1), 3–16.
109
Hakuta, K. (1974). Prefabricated patterns and the emergence of structure in second language acquisition. Language Learning, 24(2), 287–297.
https://doi.org/https://doi.org/10.1111/j.1467-1770.1974.tb00509.x
Han, S. (2015). Processing formulaic sequences by native and nonnative speakers of English: Evidence from reading aloud. Northern Arizona University.
Hart, C. W. (2017). Ultimate phrasal verb book (Third). New York: Simon and Schuster.
Hautte, J. Vanden. (2017). Avoidance of phrasal verbs in learner English.
UniversiteitGent.
Hawkey, R., & Barker, F. (2004). Developing a common scale for the assessment of writing. Assessing Writing, 9(2), 122–159.
Hickey, T. (1993). Identifying formulas in first language acquisition. Journal of
Child Language, 20(1), 27–41.
https://doi.org/https://doi.org/10.1017/S0305000900009107
Hong, A. L., Rahim, H. A., Hua, T. K., & Salehuddin, K. (2011). Collocations in Malaysian English learners’ writing: A corpus-based error analysis. The Southeast Asian Journal of English Language Studies, 17, 31–44.
Howarth, P. (1998). Phraseology and second language proficiency. Applied
Linguistics, 19(1), 24–44.
https://doi.org/https://doi.org/10.1093/applin/19.1.24
Hudson, J., & Wiktorsson, M. (2009). Formulaic language and the relater category–the case of about. In R. Corrigan, E. A. Moravcsik, H. Ouali, & K.
M. Wheatley (Eds.), Formulaic language (Vol. 1, pp. 77–95). Amsterdam:
John Benjamins Publishing Company.
Hummel, K. M. (2014). Introducing second language acquisition: Perspectives and practices. West Sussex: John Wiley & Sons.
Hundt, M., & Mair, C. (1999). “Agile” and “uptight” genres: The corpus-based
110
approach to language change in progress. International Journal of Corpus
Linguistics, 4(2), 221–242.
https://doi.org/https://doi.org/10.1075/ijcl.4.2.02hun
Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press.
James, C. (1998). Errors in language learning and use: Exploring error analysis.
Harlow: Pearson Education.
Jones, M., & Haywood, S. (2004). Facilitating the acquisition of formulaic sequences. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 269–300). Amsterdam: John Benjamins Publishing Company.
Kalnikaité, V., & Whittaker, S. (2008). Cueing digital memory: How and why do digital notes help us remember? People and Computers XXII Culture, Creativity, Interaction 22, 153–161. The British Computer Society.
Kalnikaitŏ, V., & Whittaker, S. (2007). Does taking notes help you remember better? Exploring how note taking relates to memory. Supporting Human Memory with Interactive Systems, 33–36. Lancaster, UK.
Kersten, A. W., & Earles, J. L. (2004). Semantic context influences memory for verbs more than memory for nouns. Memory & Cognition, 32(2), 198–211.
https://doi.org/https://doi.org/10.3758/BF03196852
Kerz, E., & Haas, F. (2009). The aim is to analyze NP: The function of prefabricated chunks. In H. Ouali, E. A. Moravcsik, R. Corrigan, & K.
Wheatley (Eds.), Formulaic Language: Distribution and historical change (Vol. 1, pp. 97–115). Philadelphia: John Benjamins Publishing.
Khusnita, D., & Rukmini, D. (2016). The EFL learners’ perceptions and realizations of formulaic sequences in casual conversation. English Education Journal, 6(2), 68–78.
Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition 1. Language Learning, 27(1), 93–107.
111
Knight, L. J., & McKelvie, S. J. (1986). Effects of attendance, note-taking, and review on memory for a lecture: Encoding vs. external storage functions of notes. Canadian Journal of Behavioural Science, 18(1), 52.
https://doi.org/https://doi.org/10.1037/h0079957
Kuiper, K., & Haggo, D. (1984). Livestock auctions, oral poetry, and ordinary language. Language in Society, 205–234.
Laufer, B., & Eliasson, S. (1993). What causes avoidance in L2 learning: L1-L2 difference, L1-L2 similarity, or L2 complexity? Studies in Second Language Acquisition, 35–48. https://doi.org/doi:10.1017/S0272263100011657
Laufer, B., & Waldman, T. (2011). Verb‐noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61(2), 647–672. https://doi.org/https://doi.org/10.1111/j.1467-9922.2010.00621.x Le-Thi, D., Rodgers, M. P. H., & Pellicer-Sánchez, A. (2017). Teaching formulaic
sequences in an English-language class: The effects of explicit instruction versus coursebook instruction. TESL Canada Journal, 34(3), 111–139.
Lestari, E. P., Susilohadi, G., & Wahyuni, D. S. (2015). The impact of habit of watching movies and discourse competence on students’ speaking skill.
English Education, 4(1), 18–27.
Li, H., & Yao, Y. (2022). Formulaic competence in college-level Asian English learner’s argumentative writing: Examining the effects of language background and topic. The Asia-Pacific Education Researcher, 1–11.
Liao, Y., & Fukuya, Y. J. (2004). Avoidance of phrasal verbs: The case of Chinese learners of English. Language Learning, 54(2), 193–226.
https://doi.org/https://doi.org/10.1111/j.1467-9922.2004.00254.x
Lin, M.-H., & Kuo, C.-H. (2014). The rhetorical functions of lexical bundles in computer science research article introductions. Asian ESP Journal, 10(2), 244–275.
Ma, R. (2020). Frequency effect of formulaic sequences on CAF in academic
112
writing: Examples from L2 master’s theses. Chinese Journal of Applied Linguistics, 43(4), 489–505.
Marks, J. (2005). The truth revealed: Phrasal verbs in writing and speech. MED Magazine, 34. Retrieved from http://macmillandictionaries.com/MED- Magazine/October2005/34-Feature-PV-Spoken-Written.htm
McEnery, T., Xiao, R., & Tono, Y. (2006). Corpus-based language studies: An advanced resource book. London & New York: Taylor & Francis.
Messaoudi, S. (2019). The efficiency of association measures in automatic extraction of collocations: Exclusivity and frequency. International Journal of Cognitive and Language Sciences, 13(4), 222–225.
Ministry of Education and Training (2010). Decision No. 3321/QD-BGDDT Mohammadi, M., & Es-hagi, S. J. (2018). Examining EFL learners’ formulaic
competence and factors affecting formulaic sequences’ learnability. Studies, 6(2), 195–208.
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological
Science, 25(6), 1159–1168.
https://doi.org/https://doi.org/10.1177/0956797614524581
Murphy, A. C. (2003). Naturalness is to text what grammatical correctness is to sentences: A corpus-driven perspective. Rassegna Italiana Di Linguistica Applicata, 35(1–2), 207–223.
Muskat‐Tabakowska, E. (1969). The notions of competence and performance in language teaching. Language Learning, 19(1‐2), 41–54.
Nesselhauf, N. (2005). Collocations in a learner corpus. Amsterdam: John Benjamins.
Nguyen, H. T., Khau, H. A., & Truong, N. K. (2021). The use of English collocations in written translation–A case of university English-majored
113
students. International Journal of Higher Education, 10(1), 252–272.
Nguyen, T. M. (2020). English language errors in academic writing: An analysis of English research papers of Thu Dau Mot University Journal of Science.
Thu Dau Mot University Journal of Science, 2(2), 238–254.
Nguyen, T. M. H., & Webb, S. (2017). Examining second language receptive knowledge of collocation and factors that affect learning. Language Teaching
Research, 21(3), 298–320.
https://doi.org/https://doi.org/10.1177/1362168816639619
Nurmukhamedov, U. (2015). An evaluation of collocation tools for second language writers. ProQuest LLC.
O’Donnell, M. B., Rửmer, U., & Ellis, N. C. (2013). The development of formulaic sequences in first and second language writing: Investigating effects of frequency, association, and native norm. International Journal of Corpus
Linguistics, 18(1), 83–108.
https://doi.org/https://doi.org/10.1075/ijcl.18.1.07odo
Ohlrogge, A. (2009). Formulaic expressions in intermediate EFL writing assessment. In R. Corrigan, E. A. Moravcsik, H. Ouali, & K. M. Wheatley (Eds.), Formulaic language (Vol. 2, pp. 375–386). Amsterdam: John Benjamins Publishing Company.
Paquot, M., & Granger, S. (2012). Formulaic language in learner corpora. Annual Review of Applied Linguistics, 32(32), 130–149.
https://doi.org/doi:10.1017/S0267190512000098
Park, D. (2007). Identifying & using formal & informal vocabulary. IDP Education, the University of Cambridge and the British Council. The Post Publishing Public Co., Ltd.
Pawley, A., & Syder, F. H. (1983). Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In J. C. Richards & R. W. Schmitt (Eds.), Language and communication (pp. 191–225). London: Longman.
114
Peters, A. M. (1983). The units of language acquisition (Vol. 1). CUP Archive.
Pham, T. B. N. (2017). Teaching english idioms of happiness and sadness through conceptual metaphors in vietnamese context. Journal of Science Ho Chi Minh City Open University, 7(4), 94–102.
Phan, T. M. U., Nguyen, T. T. H., Ly, T. T. M., & Nguyen, L. B. N. (2021).
Common challenges in Vietnamese-English translation Of English-majored juniors at Tay Do University, Vietnam. European Journal of English Language Teaching, 6(3).
Qi, Y., & Ding, Y. (2011). Use of formulaic sequences in monologues of Chinese
EFL learners. System, 39(2), 164–174.
https://doi.org/https://doi.org/10.1016/j.system.2011.02.003
Rea, L. M., & Parker, R. A. (2014). Designing and conducting survey research: A comprehensive guide. San Francisco, CA: John Wiley & Sons.
Read, J., & Nation, P. (2004). Measurement of formulaic sequences. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (p. 23-).
Amsterdam: John Benjamin Publishing Company.
Reynolds, A. G., & Flagg, P. W. (1976). Recognition memory for elements of sentences. Memory & Cognition, 4(4), 422–432.
https://doi.org/https://doi.org/10.3758/BF03213199
Richards, J. (1974a). A non-contrastive approach to error analysis. In J. C.
Richards (Ed.), Error analysis: Perspectives on second language acquisition (pp. 172–188). London: Longman.
Richards, J. (1974b). Error analysis: Perspectives on second language acquisition.
London: Longman.
Schachter, J., & Celce-Murcia, M. (1977). Some reservations concerning error analysis. Tesol Quarterly, 441–451.
Schmid, H.-J. (2003). Collocation: Hard to pin down, but bloody useful. Zeitschrift
115
Für Anglistik Und Amerikanistik, 51(3), 235–258.
Schmidt, R. (1983). Interaction, acculturation, and the acquisition of communicative competence: A case study of an adult. Sociolinguistics and Language Acquisition, 137, 174.
Schmitt, N. (2006). Formulaic language: Fixed and varied. Estudios de Lingüística Inglesa Aplicada (ELIA), 6, 13–39.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual.
London: Palgrave Press.
Schmitt, N., & Carter, R. (2004). Formulaic sequences in action. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 1–22).
Amsterdam: John Benjamins Publishing Company.
Schmitt, N., & Redwood, S. (2011). Learner knowledge of phrasal verbs: A corpus-informed study. In F. Meunier, S. De Cock, G. Gilquin, & M. Paquot (Eds.), A taste for corpora: In honour of Sylviane Granger (pp. 173–209).
Amsterdam: John Benjamins Publishing Company.
Scott-Jones, J. (2019). Learn to use partial correlation in R with data from the NIOSH quality of worklife Survey (2014). In SAGE Research Methods
Datasets. London: SAGE Publications, Ltd.
https://doi.org/https://dx.doi.org/10.4135/9781526498250
Sevenants, A., Daniởls, D., Janssens, L., & Schaeken, W. (2012). Conscious and unconscious thought preceding complex decisions: The influence of taking notes and intelligence. Proceedings of the Annual Meeting of the Cognitive Science Society, 34(34), 2310–2314.
Smith, B., & Swan, M. (2001). Learner English: A teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.
Snijders, T. A. B., & Bosker, R. J. (2011). Multilevel analysis: An introduction to basic and advanced multilevel modeling. London: SAGE Publications.
116
Sonomura, M. O. (1993). Idiomaticity in basic writing: formulas and idioms in the writing of some multilingual and creole speaking community college students.
University of Hawaii.
Sroka, K. A. (1972). The syntax of English phrasal verbs (Reprint 20). Berlin: De Gruyter Mouton.
Taguchi, N., Li, S., & Xiao, F. (2013). Production of formulaic expressions in L2 Chinese: A developmental investigation in a study abroad context. Chinese as a Second Language Research, 2(1), 23–58.
Taylor, J. R. (2006). Polysemy and the lexicon. In G. Kristiansen, M. Achard, R.
Dirven, & F. J. R. de M. Ibỏủez (Eds.), Cognitive Linguistics: Current Applications and Future Perspectives (pp. 51–80). New York: Mouton de Gruyter.
Thewissen, J. (2013). Capturing L2 accuracy developmental patterns: Insights from an error‐tagged EFL learner corpus. The Modern Language Journal, 97(S1), 77–101. https://doi.org/https://doi.org/10.1111/j.1540- 4781.2012.01422.x
Thim, S. (2012). Phrasal verbs: The English verb-particle construction and its history. Berlin: Walter de Gruyter.
Thu, H. N., & Huong, N. T. (2005). Vietnamese learners mastering English articles.
Tran, H. Q. (2017). Figurative idiomatic competence: An analysis of EFL learners in Vietnam. Asian-Focused ELT Research and Practice: Voices from the Far Edge, 66–86. https://doi.org/https://doi.org/10.5746/LEiA/13/V4/I1/A3/Tran
Tran, P. N. T., & Tran, Q. T. (2019). The use of phrasal verbs in English language research proposals by Vietnamese MA students. VNU Journal of Foreign Studies, 35(4).
Vilkaitė, L. (2016). Formulaic language is not all the same: Comparing the frequency of idiomatic phrases, collocations, lexical bundles, and phrasal
117
verbs. Taikomoji Kalbotyra, (8), 28–54.
https://doi.org/https://doi.org/10.15388/TK.2016.17505
Vo, T. D. M., & Nguyen, V. L. (2020). An investigation of Vietnamese EFL teenage learners’ knowledge of common English idioms: Implications for idiom instruction. European Journal of Foreign Language Teaching, 5(1).
Vu, V. D. (2017). An empirical study on negative transfer in Vietnamese tertiary EFL learners’ English writing. Journal of Teaching English for Specific And Academic Purposes, 5(4), 661–668.
Wang, A. P. (2019). The avoidance of phrasal verbs by adult Chinese immigrants:
The effective exposure to the L2 environment, language proficiency and the causes of avoidance behaviour. The Asian Journal of Applied Linguistics, 6(2), 118–137.
Wei, N., & Li, J. (2013). A new computing method for extracting contiguous phraseological sequences from academic text corpora. International Journal
of Corpus Linguistics, 18(4), 506–535.
https://doi.org/https://doi.org/10.1075/ijcl.18.4.03wei
Wiechmann, D. (2008). On the computation of collostruction strength: Testing measures of association as expressions of lexical bias. Corpus Linguistics &
Linguistic Theory, 4(2), 253–290.
https://doi.org/https://doi.org/10.1515/CLLT.2008.011
Wood, D. (2006). Uses and functions of formulaic sequences in second language speech: An exploration of the foundations of fluency. Canadian Modern
Language Review, 63(1), 13–33.
https://doi.org/https://doi.org/10.3138/cmlr.63.1.13
Wood, D. (2015). Fundamentals of Formulaic Language: An Introduction.
London: Bloomsbury Publishing.
Wood, D. (2019). Classifying and identifying formulaic language. In Stuart Webb (Ed.), The Routledge Handbook of Vocabulary Studies (pp. 30–45).