日本大学歯学部紀要 36，55‑63，2008

Useful expressions in the EFL classroom
Michio Tajima , Daniel J. Waldhoff and Tsuyoshi Kurosawa
Abstract
Experience shows that many Japanese EFL students entering a communication based
English language program have no had previous experience in speaking English as they
prepare for grammar and vocabulary based university entrance exams.Many non‑Japanese
EFL teachers have only basic skills in Japanese.These circumstances can combine to makelearning and teaching strategies less successful at the onset. This paper looks at fixed
expressions as tools to facilitate advanced language acquisition and use.
Key words: classroom English, communicative ability, creative speech, fixed expression,
formulaic speech

Introduction
This paperʼs present interest lies in an attempt to display EFL instructorsʼviews concerning
what expressions can be useful for their students to make themselves understood in theclassroom.It also aims to review some preceding articles dealing with the importance of fixed
expressions and arguments concerning the relationship between fixed expressions and productive language. In agreement with Weinert (1995) who considers three functions of formulaic
language, 1) communicative, 2) production, and 3) learning strategy, it is worth taking fixed
expressions into consideration for ESL/EFL to help learners to acquire English more effectively.

Fixed expressions
It is not difficult to imagine that L2/FL learners using many fixed expressions for communicative situations in the target languages.Here,a “fixed expression”means both 1) memorized
entirely‑fixed whole phrases or sentences and 2) semi‑fixed phrases and sentences with open
slots that can be replaced with other appropriate words to make variations with expansions andsubstitutions. Examples of the former are “How are you?”and “Good to see you again.”The
latter is “Can you tell me how to get to ＋ (noun)?”Language learners learn to carry on communication, selecting some expressions from input
such as language lessons and memorizing by rote learning. As English in Japan is (recognized日本大学歯学部 英語〒 101‑8310 東京都千代田区神田駿河台１‑８‑13

Nihon University School of Dentistry
1‑8‑13 Kanda‑Surugadai, Chiyoda‑ku, Tokyo 101‑8310, Japan
Daito Bunka University Chiiki Renkei Center
560 Iwadono, Higashimatsuyama, Saitama 355‑8501, Japan

大東文化大学 地域連携センター〒 355‑8501 埼玉県東松山市岩殿 560(受理：2008年９月 30日)

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日本大学歯学部紀要 36，55‑63，2008as) a foreign language, but not a second language for most people, they may not have many
opportunities to use English on a daily basis unless they are in learning situations or facing
certain specific occasions,like demands from work sites,traveling overseas,or communicatingwith friends or family members who speak English. Even though there are opportunities tocommunicate in English, it may not be expected for them to use it naturally and fluently likeL1 speakers. There can be many reasons to learn the language, but if it is learning to be able
to carry on verbal communication in the target language,acquiring fixed expressions seems to
be a very important aspect of language acquisition.
There are many different names for fixed expressions,with many researchers discussing theuse and learning of them in L2/FL as well as L1.“Chunk”and “ready‑made expressions”areexamples and others are as follows:
Ready‑made utterances (Lyons, 1968)
Prefabricated routines and patterns (Hakuta, 1974., Krashen & Scarcella, 1978)
Formulaic expressions (Fillmore, 1976)
Units (Peters, 1983)
Lexicalized sentence stems (Pawley and Syder, 1983)
Formulaic speech (Ellis, 1985., Yumoto, 1992., Yamaoka, 1999)
Formulaic chunks, preassembled and memorized patterns (Widdowson, 1989)
Lexical phrases (Nattinger & DeCarrico, 1992)
Formulaic utterances (Kanno, 1993).
Howarth (1998)uses a term, phraseology, which includes different kinds of expressions likepure idioms, routine formulas, slogans, proverbs, catchphrases to name a few, and compares
native and non‑native speakersʼspeech performances.
The variety of naming would indicate that many researchers acknowledge the impact of
fixed expressions on language acquisition. In fact, it appears to be an important aspect oflanguage acquisition (L1/L2/FL)educationally and academically.
These different names can represent slightly different characteristics. For instance, while
prefabricated routines are memorized wholes, prefabricated patterns are still memorized
sentences,parts of which segments can be replaceable with other possible words depending on
situations.
Naturally,L1 speakers use fixed expressions,too,which may make it possible to dispute theopinions that advanced learners eventually stop using them.Advanced learners presumably use
fixed expressions less and less, as the more advanced levels they achieve, the more they are56

Useful expressions in the EFL classroom

expected to use creative speech. However, as Kanno (1993)writes that “formulaic utterances
play a crucial role”for beginners, more advanced learners and even native speakers of thetarget language.Pawley and Syder (1983)write that an individual has hundreds of thousands oflexical phrases,which also holds up the importance of fixed expressions for language learners,
and that “native speakers do not exercise the creative potential of syntactic rules to anything
like their full extent,and that indeed,if they did do so they would not be accepted as exhibiting
native like control of the language”(193, italics original). One of the reasons for this opinion
would be that some productive languages, which are linguistically correct, are sometimessocially unnatural to native speakers of the language.
Without knowing the meaning of some expressions often used in daily lives,people may not
be able to respond to them appropriately (Yamaoka,1999).Most Japanese university students
can say “Fine, thank you.”when their teachers ask “How are you?”to them, but the authors
found that a large number of them do not know what to say to “Whatʼs up?”Some have neverheard such a greeting, not to mention its response “Not much”or “Same old thing.”The
usefulness of the expression “Whatʼs up?”may not be as high as “How are you?”in general.
However,the fact that “
How are you?”is asked by many teachers repeatedly and learners canreact to it without problems by saying “Fine, thank you, and you?”shows automatization
occurs in them.
There appear to be many ELT materials employing similar approaches, which start with
important words, introducing model dialogs with useful expressions, checking grammar, andletting learners make some variations, depending on their interests, with a typical focus onform approach.This also perhaps shows that it is a widely accepted idea that formulaic speech
can help lead to creative speech.
There are many reasons why the authors think fixed expressions are important and usefulfor foreign language learners.
1. Sense of security, in that one can avoid miscommunication by using fixed expressions inappropriate situations.
2. Confidence in correctness by knowing that they are natural expressions and that the L1
speaker says them, too (Kanno 1993., Pawley and Syder 1983).
3. Being able to utter things more quickly by memorizing them rather than constructing new
sentences from scratch. Fast and quick response is often crucial in the effort to continue
conversations naturally. People tend to wait to listen to the speaker at a one‑to‑one
conversation level, but less advanced learners or slow speakers may feel left behind when
having conversations with more than one person.
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日本大学歯学部紀要 36，55‑63，2008

4. Using fixed expressions from time to time enables speakers to focus more on making somenew sentences.Additionally,advanced learners are expected to use more creative sentences.
5. When one finds it difficult or impossible to construct some sentences,it is usually easier todepend on some fixed expressions to maintain the natural flow of conversations as a shortcut
device.Learners “memorize a number of ready‑made expressions to compensate for lack ofsufficient L2 rules to construct creative speech”(Ellis 1985,168).In fact,it unburdens pressure
at least a little and broadens communicative ability.
M any researchers study the relationship between fixed expressions and creative speech.
Yumoto (1992)believes formula‑based speech leads to creative speech, based on the idea thatcreative construction is built on the basis of fixed expressions.
Some say that learners memorize formulae, analyze them, then understand rules (Fillmore,1979), while Lyons (1968)says ready made utterances have no extension and no variation andhe calls sentences or phrases parts of what can be replaceable “schema.”Krashen & Scarcella(1978)write that prefabricated routines and patterns develop individually from rule‑formation.
However,theydo not denythe use of prefabricated routines and patterns bysaying prefabricated routines and memorized wholes may lead to prefabricated patterns, partly creative andmemorized, and then forward on to more advanced levels. They seem to say learners candevelop rules without prefabricated routines and patterns as well.
However, the predominant view is perhaps that learners develop their language skills bothways (Kanno, 1993). Language acquisition is a complex of different alternatives of learning
methods. It is hard to imagine one never learns useful expressions before analyzing rules, orvice versa.Yamaoka (1999)also supports the theory that memorized wholes and knowledge of
speakersʼinternal structure are rather a continuum, and that they do not occur separately.
Kanno (1993)mentions that “even after the internal structures of formulaic expressions become
clear to the learner, these expressions can remain as “chunks”in the lexicon as long as they
serve to save processing cost in speech production”and that not onlyL2 or FL learners but also
L1 speakers use formulaic utterances.
Certain expressions do appear to be of help in conducting language lessons smoothly,as canbe seen with the example of “
How are you?”The authors also remember some useful expressions at the beginning of certain language courses. Because of the particular nature of thesituation,variations of language are limited inside the classroom,especially for less advanced
courses. M aking sure learners understand and say certain frequently used expressions andcommunicate with their teachers and classmates is a preparation for them to go outside andactuallyuse the target language in real life.For example,there is a discussion byNattinger and58

Useful expressions in the EFL classroom

DeCarrico (1992)regarding the practical aspects of teaching implications of fixed expressions
which may give some good ideas.

SurveyThe surveywas conducted in April and Mayin 2008.Four English language teachers teachingat universities in the Tokyo metropolitan area. The questions were rather simple. The questions for the teachers were:With fixed expressions (chunks,lexical bundles)in a foreign language,we cancommunicate more smoothly.Could you tell me if there were anysentences orwords,excluding greetings,students have tried to saybut not in quite the right
way?Are there any expressions you found difficult to understand or for which
you wish they know the right expressions?Are there any sentences you hopeyour students know so that you wonʼt feel tired trying to understand what
they mean? What are the common expressions students should know when
they talk to you, can they say them naturally and can you feel they arereaching you easily, something which might encourage them to speak more?
(e.g.: “SorryIʼm late,there was a train accident.”or “Could you tell me when
the deadline of the assignment is, please?”etc.)

Results
1. Phrases to learn new words and spellings
How do I say (xxx)in English?
How do you spell that, please?
2. Asking for more work!
Iʼ
ve finished my work. Can I have some more, please?
Iʼve finished. What can I do next?
3. Borrowing
Please lend me the (xxx). (dictionary, etc.)
Excuse me, could you lend me your (xxx/dictionary/glue/etc.), please?
→

Yes/sure/just a moment.

4. Expressing not understanding
I donʼ
t understand.
I donʼ
t know.

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日本大学歯学部紀要 36，55‑63，2008

5. Stating situationsIʼ
ve lost my (notebook/textbook/dictionary). What should I do?
Iʼm sorry, my dictionary battery ran out.
Excuse me, can I (collect/get)my (dictionary/notebook/textbook)from my locker?
6. Reasons/excuses for being late/absent/forgetting homework
Sorry, Iʼm late, (the train stopped/I was sleeping).
Iʼm sorry Iʼm late but my train was delayed.
Iʼm sorry I was absent last week but I was ill (had a cold).
Last week I was absent because (xxx/I was ill/I was sleeping). What work did I miss?
Next week, Iʼ
ll be absent because of (basketball training/a hospital appointment).
I will be late for (absent from)class on (xxx)what should I do?
I forgot to do my homework. Iʼ
m very sorry. Can I submit it next week?
7. Asking for clarification
Will you repeat that, please?
Could you repeat that, please?
Could you say that again, please?
Excuse me, could you speak more slowly?
Could you break it down into words?Please tell me the words/What are the words?
Could you write it down for me?
Excuse me, (Iʼm not sure/I donʼt understand)what I have to do. Please explain it again.
I donʼ
t understand what (I need to do/you want me to do).
I donʼ
t understand what you mean.
Can you show me how to (xxx), please?
What do we need to do?
Iʼm sorry, but I canʼt hear you.
8. Others that are not directly related to class activity.
M ay I go to the restroom, please?
M ay I turn up/down the heat/air conditioning, please?
Will (xxx)be on a test?
Opinions about the survey itselfⅰ

I donʼ
t really interact much with students in this way; the sort of things I have the mostdifficulty with (like establishing whether a student wants to refer to a “range”or a “variety”
of objects ‑‑ the two words are not always the same) are pretty subtle and not generally
problems outside the grad school.
60Useful expressions in the EFL classroomⅱ

For most everyday interactions outside classes, I (necessarily)have a very high tolerance
for Japanese English, and simply react to the meaning without being very conscious of theexact form, scaffolding as much as necessary.

ⅲ

It strikes me that the question may be the wrong way round ― it might be more helpful
to ask students what they want to be able to say . Monolingual teachers will, by definition, be unaware of these things if the students canʼt express them.

... As it happens, I was just interrupted by a 4th‑yr student who wanted to know how to use
English better to communicate with his izakaya customers.The things he most wanted to say
were:‑What would you like to drink?
‑Would you prefer your beer in a bottle, a glass, or a mug?
［He didnʼ
t know “
prefer”, or “mug”, miming the latter］
So［expressing preference］at least does seem to be a useful conversational area ; the expressions “I would like”,“
I would prefer”should be known.
［M eanwhile, the tragedy of that izakaya worker is, most of his foreign customers actually
speak Portuguese rather than English.］Discussions
Expressions that the EFL teachers considered useful can be divided into groups, covering
different classroom situations,among which are(1)the learning of new words and checking thespelling of words,(2)asking for more tasks,(4)expressing that students do not understand,and
so forth. It is understandable that all those sentences are chosen by the teachers as usefulexpressions in the EFL classroom. Learning new vocabulary and spellings are quite essential
when learning a new language.Expressing a lack of understanding of what the teacher means
and asking for more tasks when students finish early are vital to carry on classroom activities.
The examples of (3)and (5)include some expressions that most teachers wish not to hear.
Even though borrowing some items such as stationary when the learners forget to bring themis perhaps necessary, they are simply expected not to forget them to begin with. Likewise,
confessing that theylost something or did not bring studymaterials from their lockers show thelearnersʼlack of responsibility,the reality in English language courses being that some learners
do not bring their study materials home but leave them in their lockers at school. However,considering the fact that any human being will eventually forget something occasionally and it
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日本大学歯学部紀要 36，55‑63，2008

is difficult to study all oneʼs subjects every day,these might very well be ordinary expressions
after all.
There are more variations of phrases with regards to clarifying what teachers mean (7)and
excuses for being late or absent (6)than the others.As for (6),it tells that some students needto know expressions saying theyare late,absent,or will be absent with some reasons.Although
it is not realistic to expect all the students to attend every lesson, the fact the teachers thinkthese are useful expressions for students reveals their absence and being late for lessons is adisturbance to classroom activity. As for (7), it shows that teachers take more seriously theimportance of learners understanding their instructions.This also may mean that the teachers
feel frustrated to a certain degree that the students do not fully express whether or not thestudents really understand.
There is a fear that one may not develop the language skills which one should be able to if
one depends on fixed expressions too often. Instructors should be cautioned not only to focus
on the usefulness of fixed expressions but also to place value on the effort of creativity.
Criticism against the usefulness of fixed expressions often revolves around the fact that it is
not always easy to justify the same response to a certain fixed expression.Speaking abilityand
listening ability,however,are not the same,as oneʼs understanding is usually higher than oneʼsability to actually express oneself in the target language. Learnersʼactive and productive
capacity of language knowledge is perhaps smaller than their receptive knowledge.It does notseem strange that one can understand but can not produce what one understands naturally.
Also, it would also appear true that one learns more variations of the target languages when
one encounters expressions never heard.Therefore,it should be remembered that learning fixed
expressions is onlyone of manybasic language‑learning skills,but it does not provide universal
solutions to inevitable language learning problems.
M any learners seem to be willing to communicate in English individually,while they tend to
be rather quiet in the classroom. There must be many reasons for that. But if they are suresome fixed expressions are not wrong,but rather are natural and used by L1 speakers,it could
reduce anxiety about making mistakes, encouraging learners to use those expressions. In
addition, knowing them, learners can undoubtedly use them outside the classroom if they, by
chance, encounter a similar concept, and using them with other people besides teachers andinstructors can raise self‑confidence and learners can acquire new phrases in advance.
Hopefully, some of the expressions listed above would be helpful for instructors to teachmore efficiently and learners to improve English language skills effectively. At least, using
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these expressions for purposes of memorization is a pre‑condition for students moving on to thenext stages of language development and for developing their hidden abilities.

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