Prof. WEN Zhisheng, EdwardEdwardProf. WEN Zhisheng2023-04-212023-04-212014Estudos Anglo-Americanos, 42, 37-522448-33890102-4906http://hdl.handle.net/20.500.11861/7776Open accessThe present study set out to investigate the knowledge and use of formulaic sequences in Chinese EFL learner‟s L2 writing. Adopting Alison Wray‟s definition (Wray, 2000, p.465), formulaic sequence was operationalized as “idioms, collocations and sentence frames (including connectives)”. Authentic samples written by 16 advanced EFL writers in China were collected and analyzed with a view to probing into their knowledge and use of formulaic sequences. The results indicated that a strong influence of these EFL learners‟ native language (L1) affected their knowledge and use of formulaic sequences in L2 writing. The study argues that such over-reliance on these incorrect formulaic sequences is likely to become what Skehan and Foster (2001) have called “comfortable fossilization”. Implications of these results for EFL writing instructions are discussed.enFormulaic SequencesLexical BundlesSentence FramesL1 TransferComfortable FossilizationL2 WritingPeer Reviewed Journal Article