Although formulaic expressions have been estimated to account for one-third to one-half of language production (Conklin & Schmitt, 2008), they have not had an important focus in English language teaching. Noticing, identified as a necessary step in language acquisition (Schmidt, 1990), has also not been paid the attention it deserves. This presentation first introduces formulaic expressions and the role of noticing in second language acquisition. Then the speaker reports on a study, conducted over ten sessions, that investigated the effects of noticing formulaic expressions (as identified in the readings) on their production in ten short, written compositions. Results will be provided on the production of two-, three-, or longer word strings by comparing data for the experimental and control groups.