Introduction
The aim of this paper is to discuss the benefits of explicitly teaching senior EFL learners strings of words in order to raise their awareness of the pervasiveness of formulaic sequences in the foreign language (FL). First, the discussion of the theoretical framework is presented. The context for the study is then described in terms of its participants and the courses’ materials and methodology, after which follows an outline of the research design as regards de different data collection procedures and the analysis of the data. The results are presented for each of the instruments and a discussion ensues of the implications derived from the study.