Research into the formulaic nature of language has grown in size and scale in the last 20 years or more, much of it based in corpus studies and involving the identification and categorisation of formulas. Research suggests that there are benefits for second and foreign language learners recognising formulaic sequences when listening and reading, and using them in speaking and writing. Very few studies, however, actually focus on formulaic sequences and teaching methodology and materials design in second and foreign language learning. This paper presents a brief background to researching, teaching and learning formulaic sequences, and considers the case for replication research in this area. The third part focuses on two original studies (Jones & Hayward 2004; Alali & Schmitt 2012) and makes suggestions for possible replication studies.