The Role of English Collocations, Idiomatic Expressions, and Phraseological Units in Developing Communicative Competence in Higher Education
DOI:
https://doi.org/10.5281/zenodo.21942366Ключевые слова:
collocations, idiomatic expressions, phraseological units, communicative competence, Lexical Approach, Corpus Linguistics, Cognitive Load Theory, L1 interference, Idiom Principle, language pedagogyАннотация
This article provides a theoretical and methodological investigation into the pedagogical significance of English
collocations, idiomatic expressions, and phraseological units for developing communicative competence among university
students. Traditional language teaching paradigms, anchored in isolated vocabulary acquisition and explicit rule-based
grammar instruction, frequently induce cognitive overload, oral dysfluency, and persistent L1 transfer errors. Adopting a
descriptive-conceptual methodology, this study integrates frameworks from Corpus Linguistics (using data from COCA
and BNC), Michael Lewis’s Lexical Approach, John Sinclair’s Idiom Principle, and John Sweller’s Cognitive Load Theory.
The qualitative and linguistic analyses demonstrate that formulaic language acts as a cognitive mechanism that bypasses
multi-step syntactic parsing, enabling automated speech execution and native-like selection. The paper outlines a structured
pedagogical model featuring corpus-driven and Generative AI-assisted strategies to effectively integrate complex
phraseology into higher education ELT curricula
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