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...... Because of the profound social implications of interactions between formulaic speaking and non-formulaic speaking students, teachers in the third year classroom need to be aware of students interpretation of the formulaic speaking students, monitoring the communication between the groups. In addition to being aware of the situation, teachers should use the problem to educate students about stereotypes and teasing in addition to encouraging formulaic speaking students to express themselves in the language of instruction. Thus, third year students use of formulaic language has an important impact on social communication skills within the classroom, and teachers must be prepared to not only deal with this situation, but also to view it as a learning opportunity
While students use of formulaic language in the third year classroom affects classroom communication through social interaction, it also affects academic classroom communication. Due to ONeill and Gishs suggestion that the use of such language results in speakers who cannot be creative with the language, teachers must understand that while formulaic language speakers may give correct answers and responses, they may not be able to creatively reason or consider the academic material, and are instead simply responding in formulas (2008, p. 117). For this reason,

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