This study examines the use of prefabricated language (conventional
lexical collocations) in the production of native and non-native
writers of English. It first develops a framework for the
description of restricted collocations and then reviews
experimental research into the psycholinguistic processing of
prefabricated language. Computer-based corpora of native and
advanced non-native academic writing are analysed to discover to
what extent and how such collocations are used in formal written
English. Pedagogical implications are then considered, and the
final part of the study examines the selection and presentation of
restricted collocations in general and phraseological dictionaries
for learners. The conclusion suggests that advanced learners need
specialist collocational dictionaries, and the results of this
research help to establish principles for the design of such
dictionaries.
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