A Longitudinal Study of Multi-Word Constructions in L2 Academic Writing: The Effects of Frequency and Dispersion

Autor/in	Candarli, Duygu
Titel	A Longitudinal Study of Multi-Word Constructions in L2 Academic Writing: The Effects of Frequency and Dispersion
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 5, S.1191-1223 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Candarli, Duygu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10108-3
Schlagwörter	Academic Language; English (Second Language); Second Language Learning; Linguistic Input; Incidence; Writing (Composition); Essays; College Freshmen; Longitudinal Studies + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachbildung; Vorkommen; Schreibübung; Essay; Aufsatzunterricht; Studienanfänger; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study examined the trajectories of the multi-word constructions (MWCs) in 98 advanced second language (L2) learners during their first-year at an English-medium university in a non-English-speaking country, using linear mixed-effects modelling, over one academic year. In addition, this study traced the academic reading input that L2 learners received at university, and it was investigated whether the frequency and dispersion of the MWCs in the input corpus would predict the frequencies of MWCs in L2 writers' essays. The findings revealed variations in the frequencies of different functional and structural categories of MWCs over time. This study provides empirical evidence for the effects of both frequency and dispersion of MWCs in the input corpus on the frequency of MWCs in L2 writers' essays, underscoring the importance of both frequency and dispersion in learning MWCs and the reciprocity of academic reading and writing. The findings have significant implications for usage-based approaches to language learning, modelling MWCs in L2 academic writing, and L2 materials design for teaching academic writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01