Biography:
Chang Chenguang is Professor of Linguistics in the School of International Studies, Sun Yat‑sen University, China. His research interests include systemic functional theory, discourse analysis, translation studies, and language education. His recent publications include Halliday and Sun Yat‑sen University (co‑edited with Dai Fan, Sun Yat‑sen University Press, 2019), Linguistic Sustainability (co‑edited with Yu Changsen, Sun Yat‑sen University Press, 2020), Critical Discourse and Corpus Approaches to Systemic Functional Grammar (co‑edited with Josef Schmied and Matthias Hofmann, Cuvillier Verlag, 2021), Introducing Systemic Functional Linguistics: Theory, Description and Application (co‑edited with Hui Yu, Wang Bo and Ma Yuanyi, Routledge 2026), and Explorations in Systemic Functional Linguistics: Essays in Honor of Professor Huang Guowen (co-edited with Hui Yu, Springer 2026). Since 2015, he has also been serving as the co‑editor of the M.A.K. Halliday Library Functional Linguistics Series (Springer).
Abstract:
Language use exists on a dynamic continuum between formulaicity and creativity, with significant implications for language teaching. Formulaic language – comprising prefabricated multi-word units like idioms, collocations, and routine expressions – is stored and retrieved holistically, enabling fluent, efficient communication. Research suggests that a large proportion of native-speaker output is formulaic, underscoring the centrality of the “idiom principle” in language production. Metafunctionally, formulaic sequences serve important functions in discourse. In contrast, creativity involves both novel combination of lexical and grammatical elements and creative use of formulaic language to express original ideas and intentions. Proficient language use hinges on the strategic integration of these two modes: leveraging ready-made chunks while flexibly generating new forms to fit specific contextual needs.
Acquiring formulaic sequences is essential for second and foreign language learners, as it lowers cognitive load, speeds up processing, and more importantly, it offers a “survival kit” for early-stage communication, fostering fluency and nativelike phrasing. Yet overreliance on formulas without understanding their functions and underlying patterns can result in mechanical, inflexible output. True communicative competence demands creative capacity – the ability to adapt and recombine known structures in novel contexts.
Pedagogically, this duality calls for a balanced approach. First, curricula should systematically expand learners' repertoire of high-frequency chunks via data-driven methods, focused input, and awareness-raising activities using authentic materials. Second, instruction must nurture deliberate creativity: encouraging learners to move beyond imitation by producing original utterances within supportive, scaffolded tasks.
Ultimately, effective language education needs to integrate both dimensions. It should equip learners with the formulaic building blocks necessary for fluency and accuracy, while cultivating classroom environments – through student-generated content, storytelling, drama, and digital projects – that activate their creative potential. Such an approach empowers learners not only to use language idiomatically and conventionally but also to reshape and adapt it meaningfully for authentic self-expression.