ABSTRACT
Drawing on the assembled findings of the preceding chapters, this chapter explores why post-childhood second language learners do not more proactively seek out formulaic sequences. Five types of explanation are considered: they can’t, they don’t want to, they don’t need to, they actually do but it’s not obvious, and knowledge of first language formulaic language is not a trigger for seeking out second language forms. Four broader questions are then considered: (1) Are single and multiword units really different? (2) How broad should our conceptualization of formulaicity be? (3) Are some types of formulaic sequence easier to target than others? and (4) How does first language knowledge typically interface with second language knowledge during learning?
