THE ROLE OF FORMULAIC SEQUENCES IN DEVELOPING SPEAKING FLUENCY IN SECOND LANGUAGE ACQUISITION

Speaking fluency is widely recognized as one of the most important components of second language competence, but it still remains hard for many learners even though they have sufficient grammatical and lexical knowledge. Recent researches about second language acquisition are increasingly focusing on the role of formulaic sequences, namely prefabricated, multi-word expressions stored holistically in memory and retrieved as unanalyzed chunks as the main factor of producing a fluent speech. This article reviews the theoretical approaches, empirical researches and pedagogical consequences related to the contribution of formulaic sequences to speaking fluency.  Drawing on usage-based, cognitive, and lexical approaches, the article argues that formulaic language reduces cognitive load during real-time speech production, i.e., allows for faster retrieval from memory and minimizes the need to construct syntactic structure “on-line.” Empirical research shows that learners with a large repertoire of formulaic expressions tend to produce more fluent, coherent, and natural-sounding speech.

However, this review also acknowledges limitations such as overreliance on memorized units, contextual inconsistencies, and learner differences. The article argues that formulaic expressions are an important but often overlooked component of fluency development and that they need to be more systematically incorporated into second language teaching.

Overall, it is concluded that fluency is not only the result of grammatical competence, but also the ability to effectively and quickly access linguistic patterns stored in memory.