Phraseology in Foreign Language Learningand Teaching -- Title page -- LCC data -- dedication page -- Table of contents -- List of contributors -- Acknowledgements -- Phraseology -- Acknowledgement -- References -- Introduction -- Section I. Extracting and describing phraseological units -- Phraseology and language pedagogy -- 1. Introduction -- 2. The phraseology of high frequency verbs -- 2.1 Retrieval of significant collocations -- 2.2 Eight verbs under the microscope -- 2.3 Semantic prosody and semantic preference -- 3. Phraseology and language pedagogy: concluding remarks -- References -- Essential collocations for learners of English -- 1. Introduction -- 2. Basic framework -- 2.1 Definitions and classifications -- 2.2 Criteria -- 3. A multi-dimensional framework -- 3.1 A detailed view of the three dimensions -- 3.2 The statistical dimension as a starting point for a revised account of collocation -- 3.3 The semantic and lexical dimensions as supporters -- 4. The role of direction and weight -- 4.1 Collocational direction -- 4.2 Collocational attraction -- 5. Conclusion -- Acknowledgement -- References -- Dictionaries -- Corpus -- Phraseology effects as a trigger for errors in L2 English -- 1. Formulaic effects and fossilization -- 2. Pluralized adjectives: What happened to the good olds times? -- 3. Pluralized mass nouns: A huge amount of informations in our goggle-box -- 4. Third person -s: Modern life seem to be very chaotic -- 5. Adverb placement: People accept passively this brainwashing -- 6. Phraseological effects: Blending, bonding and burying -- References -- Contrasting English-Spanish interpersonal discourse phrases -- 1. Introduction -- 2. English-Spanish contrastive metadiscourse studies -- 2.1 English-Spanish studies on interactional phrases in EFL student writing -- 3. The present study -- 4. Results and discussion.

5. Conclusion -- References -- Exemplification in learner writing -- 1. Introduction -- 2. Data and methodology -- 3. Exemplification in native writing -- 4. Exemplification in learner writing -- 4.1 Shared multi-word units -- 4.2 Multi-word units specific to French learner writing -- 5. Transfer of L1 multi-word units -- 6. Pedagogical implications -- 7. Conclusion -- Acknowledgements -- References -- Section II. Learning phraseological units -- Why can't you just leave it alone? -- 1. Introduction -- 2. Memorization and language learning -- 3. What happens when we memorize text -- 4. Profiling learner proficiency on the basis of memorization -- 4.1 The data set -- 4.2 Data analysis -- 5. Deviation profiling -- 5.1 Distributions of deviations -- 5.2 Differences by L1 -- 5.3 Individual profiles -- 6. Conclusion -- References -- Appendix -- Phraseology and English for academic purposes -- 1. Introduction -- 2. Phraseology and pedagogy in EAP -- 2.1 Why are phrases important in EAP? -- 2.2 What phrases should we teach in EAP? -- 2.3 What pedagogical approach should we use? -- 3. What barriers do our students encounter in using formulaic sequences in their writing? -- 4. Conclusion -- References -- Multiword expressions and the digital turn -- 1. Introduction -- 2. The challenge to learners -- 3. The challenges to lexicography -- 4. Knowledge representation -- 5. Toward an alternative view of lexical knowledge and digital resources -- 6. Lexical representations as passive -- 7. An illustration: Collocator -- 8. Lexical knowledge discovery -- 9. Learning multiword expressions and the nature of the World Wide Web -- 10. Conclusion -- Acknowledgements -- References -- Section III. Recording and exploiting phraseological units -- Phraseology in learners' dictionaries -- 1. Introduction -- 2. Definitions of collocation.

3. Coverage of semantically transparent items in encoding dictionaries -- 3.1 Spoken English -- 3.2 Written English -- 4. Semantically transparent collocations in learner language -- 5. Lexicographic treatment of fully transparent collocations: Suggestions for improvement -- 5.1 Selection -- 5.2 Classification -- 6. Conclusion -- References -- 1. Dictionaries -- 2. Other literature -- Compilation, formalisation and presentation of bilingual phraseology -- 1. Introduction -- 2. Lexicographical issues in bilingual phraseology -- 2.1 Difficulties in processing bilingual phraseology -- 2.2 Are bilingual phraseological dictionaries necessary? -- 3. Semantically oriented modelling of bilingual phraseology -- 3.1 Compilation and formalisation of bilingual phraseology -- 3.2 A unit of meaning as an access point to the foreign language lexicon -- 4. Presentation of bilingual phraseology -- 4.1 Designing of conceptual frameworks -- 4.2 Presentation within a multifunctional electronic dictionary -- 5. Conclusion -- References -- The phraseological patterns of high-frequency verbs in advanced English for general purposes -- 1. Introduction -- 2. Selection, sequencing and presentation of vocabulary content -- 3. The TeMa corpus -- 4. Methodology: Extracting and classifying phraseological patterns -- 5. Pedagogical exploitation -- 5.1 Exercise focus -- 5.2 Learning activities -- 5.3 Lexical focus -- 6. Conclusion -- Acknowledgements -- References -- Textbooks -- Section IV. Concluding remarks -- Phraseology in language learning and teaching -- References -- Author index -- Subject index.