ABSTRACT
This chapter reviews empirical work conducted in the past couple of decades that evaluates the merits of various procedures for teaching and learning formulaic sequences. It first discusses conditions that increase the chances of incidental uptake of formulaic sequences from reading and/or listening. These conditions are contrasted with approaches that stimulate the intentional learning of formulaic sequences, such as decontextualized phrase-focused exercises. The distinction between incidental and intentional learning conditions is not clear cut, however, and we therefore recognize a third approach that consists of the design of what we call semi-incidental learning conditions. Future research directions are also suggested.
