A function-first approach to identifying formulaic language in academic writing

Abstract

There is currently much interest in creating pedagogically-oriented descriptions of formulaic language. Research in this area has typically taken what we call a ‘form-first’ approach, in which formulas are identified as the most frequent recur- rent forms in a relevant corpus. While this research continues to yield valuable results, the present paper argues that much can also be gained by taking a ‘function-first’ approach, in which a corpus is first annotated for communicative functions and formulas are then identified as the recurrent patterns associated with each function. We demonstrate this approach through a comparative analysis of introductions to student essays and research articles. Focusing on one particularly com- mon communicative function, the analysis demonstrates that (1) this function is more common in student essays than in articles; (2) both the choice to use the function and the choice of linguistic forms that realize the function vary across sub- ject areas in research articles, but not in student essays; (3) research articles tend to be more formulaic in expressing the function than student essays; and (4) some parts of the forms used are highly formulaic, while others are more open. The key formulas are described and suggestions made regarding their pedagogical presentation.