Multi-Word Expressions in Second Language Writing: A Large-Scale Longitudinal Learner Corpus Study

Autor/inn/en	Siyanova-Chanturia, Anna; Spina, Stefania
Titel	Multi-Word Expressions in Second Language Writing: A Large-Scale Longitudinal Learner Corpus Study
Quelle	In: Language Learning, 70 (2020) 2, S.420-463 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siyanova-Chanturia, Anna) ORCID (Spina, Stefania)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12383
Schlagwörter	Vocabulary Development; Phrase Structure; Language Proficiency; Second Language Learning; Italian; Computational Linguistics; Language Usage; Figurative Language; Word Frequency; Essays; Longitudinal Studies; Writing Evaluation + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Phrasenstruktur; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Italienisch; Linguistics; Computerlinguistik; Sprachgebrauch; Word analysis; Frequency; Wortanalyse; Häufigkeit; Essay; Aufsatzunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	In the present study, we sought to advance the field of learner corpus research by tracking the development of phrasal vocabulary in essays produced at two different points in time. To this aim, we employed a large pool of second language (L2) learners (N = 175) from three proficiency levels--beginner, elementary, and intermediate--and focused on an underrepresented L2 (Italian). Employing mixed-effects models, a flexible and powerful tool for corpus data analysis, we analyzed learner combinations in terms of five different measures: phrase frequency, mutual information, lexical gravity, delta P[subscript forward], and delta P[subscript backward]. Our findings suggest a complex picture, in which higher proficiency and greater exposure to the L2 do not result in more idiomatic and targetlike output, and may, in fact, result in greater reliance on low frequency combinations whose constituent words are non-associated or mutually attracted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01