References

References

Abrahamsson, N., & Hyltenstam, K.
(2009) Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 59(2), 249–306. CrossrefGoogle Scholar
Apéritif entre ami(e)s – chat, Icor, G., & Schwartz, S.
Apéritif entre ami(e)s – Glasgow, Icor, G., & Gay, J.
Apéritif entre ami(e)s – rupture, Icor, G., & Duchanois, J.
Arvidsson, K.
(submitted) The learning of multiword expressions in a second language in a Study Abroad context – the role of individual differences.Google Scholar
Bachman, L. F.
(1990) Fundamental considerations in language testing. Oxford: Oxford University Press.Google Scholar
Baker-Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A.
(2014) Variables affecting L2 gains during study abroad. Foreign Language Annals, 47(3), 464–486. CrossrefGoogle Scholar
Bardovi-Harlig, K., & Bastos, M. T.
(2011) Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8(3), 347–384. CrossrefGoogle Scholar
Brysbaert, M.
(2013) Lextale_FR a fast, free, and efficient test to measure language proficiency in French. Psychologica Belgica, 53(1), 23–37. CrossrefGoogle Scholar
[ p. 164 ]
Campione, E., Véronis, J., & Deulofeu, J.
(2005) The French corpus. In E. Cresti & M. Moneglia (Eds.), C-ORAL-ROM: Integrated reference corpora for spoken Romance languages (pp. 111–133). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Cobb, T.
(n.d.). Text Lex Compare. Retrieved from http://​www​.lextutor​.ca​/cgi​-bin​/tl​_compare
CLAPI
DeKeyser, R. M.
(2014) Research on language development during study abroad. In C. Pérez-Vidal (Ed.), Language acquisition in study abroad and formal instruction contexts (pp. 313–325). Amsterdam: John Benjamins.Google Scholar
Dewey, D. P., Bown, J., & Eggett, D.
(2012) Japanese language proficiency, social networking, and language use during study abroad: Learners’ perspectives. Canadian Modern Language Review, 68(2), 111–137. CrossrefGoogle Scholar
Dörnyei, Z., Durow, V., & Zahran, K.
(2004) Individual differences and their effects on formulaic sequence acquisition. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 87–106). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Edmonds, A.
(2014) Conventional expressions: Investigating pragmatics and processing. Studies in Second Language Acquisition, 36(1), 69–99. CrossrefGoogle Scholar
Ellis, N. C.
(2002) Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188. CrossrefGoogle Scholar
(2003) Constructions, chunking, and connectionism: The emergence of second language structure. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 63–103). Oxford: Blackwell. CrossrefGoogle Scholar
(2015) Cognitive and social aspects of learning from usage. In T. Cadierno & S. W. Eskildsen (Eds.), Usage-based perspectives on second language learning, (pp. 49–73). Berlin: De Gruyter Mouton.Google Scholar
Ellis, N. C., Simpson-Vlach, R., & Maynard, C.
(2008) Formulaic language in native and second language speakers: Psycholinguistics, corpus linguistics, and TESOL. TESOL Quarterly, 42(3), 375–396. CrossrefGoogle Scholar
Erman, B., & Warren, B.
(2000) The idiom principle and the open choice principle. Text – Interdisciplinary Journal for the Study of Discourse, 1(20), 29–62.Google Scholar
Forsberg, F.
(2010) Using conventional sequences in L2 French. International Review of Applied Linguistics in Language Teaching, 48(1), 25–51. CrossrefGoogle Scholar
Forsberg, F., & Fant, L.
(2010) Idiomatically speaking: Effects of task variation on formulaic language in highly proficient users of L2 French and Spanish. In D. Wood (Ed.), Perspectives on formulaic language: Acquisition and communication (pp. 47–70). London: Continuum.Google Scholar
Forsberg Lundell, F., & Lindqvist, C.
(2014) Lexical aspects of very advanced L2 French. Canadian Modern Language Review, 70(1), 28–49. CrossrefGoogle Scholar
Goldberg, A. E.
(2003) Constructions: A new theoretical approach to language. Trends in Cognitive Sciences, 7(5), 219–224. CrossrefGoogle Scholar
González-Fernández, B., & Schmitt, N.
(2015) How much collocation knowledge do L2 learners have? ITL International Journal of Applied Linguistics, 166(1), 94–126. CrossrefGoogle Scholar
Gustafsson, H., & Verspoor, M.
(2017) Development of chunks in Dutch L2 learners of English. In E. Tribushinina & J. Evers-Vermeul (Eds.), Usage-Based approaches to language acquisition and language teaching (pp. 235–262). Berlin: De Gruyter Mouton. CrossrefGoogle Scholar
Kinginger, C.
(2009) Language learning and study abroad: A critical reading of research. Houndsmills: Palgrave MacMillan. CrossrefGoogle Scholar
[ p. 165 ]
Langacker, R. W.
(1987) Foundations of cognitive grammar: Vol. 1. Theoretical prerequisites. Stanford, CA: Stanford University Press.Google Scholar
Lemhöfer, K., & Broersma, M.
(2012) Introducing LexTALE: A quick and valid lexical test for advanced learners of English. Behavior Research Methods, 44(2), 325–343. CrossrefGoogle Scholar
Lindqvist, C., Gudmundson, A., & Bardel, C.
(2013) A new approach to measuring lexical sophistication in L2 oral production. In C. Bardel, C. Lindqvist, & B. Laufer (Eds.), L2 vocabulary acquisition, knowledge and use: New perspectives on assessment and corpus analysis (pp. 109–126). Paris: Eurosla Monographs.Google Scholar
McManus, K., Mitchell, R., & Tracy-Ventura, N.
(2014) Understanding insertion and integration in a study abroad context: The case of English-speaking sojourners in France. Revue Française de Linguistique Appliquée, 19(2), 97–116.Google Scholar
Miller, G.A.
(1956) The magic number even plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 91–97.Google Scholar
Milton, J.
(2013) Measuring the contribution of vocabulary knowledge to proficiency in the four skills. In C. Bardel, C. Lindqvist, & B. Laufer (Eds.), L2 vocabulary acquisition, knowledge and use: New perspectives on assessment and corpus analysis (pp. 57–78). Paris: Eurosla Monographs.Google Scholar
Mitchell, R.
(2015) The development of social relations during residence abroad. Innovation in Language Learning and Teaching, 9(1), 22–33. CrossrefGoogle Scholar
Nattinger, J. R., & DeCarrico, J. S.
(1992) Lexical phrases and language teaching. Oxford: Oxford University Press.Google Scholar
Nesselhauf, N.
(2003) The use of collocations by advanced learners of English and some implications for teaching. Applied linguistics, 24(2), 223–242. CrossrefGoogle Scholar
Paquot, M.
(2017) L1 frequency in foreign language acquisition: Recurrent word combinations in French and Spanish EFL learner writing. Second Language Research, 33(1), 13–32. CrossrefGoogle Scholar
Pérez-Vidal, C.
(2017) Study abroad and ISLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition, (pp. 339–360). New York, NY: Routledge. CrossrefGoogle Scholar
Read, J.
(2000) Assessing vocabulary. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Schmidt, R. W.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. CrossrefGoogle Scholar
(2012) Attention, awareness, and individual differences in language learning. In W. M. Chank, K. N. Chin, S. K. Bhatt, & I. Walker (Eds.), Perspectives on individual characteristics and foreign language education (pp. 27–50). Berlin: De Gruyter Mouton. CrossrefGoogle Scholar
Schmitt, N.
(2013) Formulaic language and collocation. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1–10). Oxford: Wiley Blackwell.Google Scholar
Schmitt, N., Dörnyei, Z., Adolphs, S., & Durow, V.
(2004) Knowledge and acquisition of formulaic sequences. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 55–86). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Schmitt, N., & Redwood, S.
(2011) Learner knowledge of phrasal verbs: A corpus-informed study. In F. Meunier, G. Gilquin, & M. Paquot (Eds.), A taste for corpora. A tribute to professor Sylviane Granger (pp. 173–208). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Segalowitz, N., & Freed, B. F.
(2004) Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26(2), 173–199. CrossrefGoogle Scholar
Smiskova-Gustafsson, H.
(2013) Chunks in L2 development: A usage-based perspective. Groningen University.Google Scholar
[ p. 166 ]
Taguchi, N., Li, S., & Xiao, F.
(2013) Production of formulaic expressions in L2 Chinese: A developmental investigation in a study abroad context. Chinese as a Second Language Research, 2(1), 23–58. CrossrefGoogle Scholar
Tomasello, M.
(2000) First steps toward a usage-based theory of language acquisition. Cognitive linguistics, 11(1/2), 61–82.Google Scholar
Wolter, B., & Gyllstad, H.
(2013) Frequency of input and L2 collocational processing. Studies in Second Language Acquisition, 35(3), 451–482. CrossrefGoogle Scholar
Wray, A.
(2002) Formulaic language and the lexicon. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Cited by

Cited by other publications

Arvidsson, Klara, Fanny Forsberg Lundell & Inge Bartning
2019. Réseaux sociaux et développement linguistique. Language, Interaction and Acquisition 10:2  pp. 255 ff. Crossref logo

This list is based on CrossRef data as of 12 november 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.