This study takes a Usage-Based approach to the learning of
French multiword expressions (MWEs) in Study Abroad (SA). MWEs are
conventionalized form-meaning mappings, for example du coup
(‘and so’) and en fait (‘actually’), and are assumed to be
learned through repeated exposure. Based on this assumption, the study adopted a
pretest/posttest design to explore how quantity of out-of-class target-language
(TL) contact predicted the development of MWE knowledge among 41 Swedish
students during a semester in France. MWE knowledge was assessed by a modified
cloze test based on transcriptions of informal language use (www.clapi.fr) and TL contact
information was obtained through the Language Engagement Questionnaire (McManus, Mitchell, & Tracy-Ventura,
2014). Contrary to expectations, the findings showed that quantity of
out-of-class TL contact did not predict gains in MWE knowledge and add further
counterevidence for the role of sheer quantity of TL contact for linguistic
development in SA.
(2014) Conventional expressions: Investigating pragmatics and
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(2002) Frequency effects in language processing: A review with
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Ellis, N. C.
(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.
Ellis, N. C.
(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.
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(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
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(2014) Lexical aspects of very advanced L2 French. Canadian Modern Language Review, 70(1), 28–49.
Goldberg, A. E.
(2003) Constructions: A new theoretical approach to
language. Trends in Cognitive Sciences, 7(5), 219–224.
(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.
(2009) Language learning and study abroad: A critical reading of
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(1987) Foundations of cognitive grammar: Vol. 1. Theoretical
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(2012) Introducing LexTALE: A quick and valid lexical test for advanced
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(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.
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.
(1956) The magic number even plus or minus two: Some limits on our capacity for processing information. Psychological Review, 631, 91–97.
(2013) Measuring the contribution of vocabulary knowledge to proficiency
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assessment and corpus analysis (pp. 57–78). Paris: Eurosla Monographs.
(2015) The development of social relations during residence
abroad. Innovation in Language Learning and Teaching, 9(1), 22–33.
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(1992) Lexical phrases and language teaching. Oxford: Oxford University Press.
(2003) The use of collocations by advanced learners of English and some
implications for teaching. Applied linguistics, 24(2), 223–242.
(2017) L1 frequency in foreign language acquisition: Recurrent word
combinations in French and Spanish EFL learner writing. Second Language Research, 33(1), 13–32.
(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.
(2000) Assessing vocabulary. Cambridge: Cambridge University Press.
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(1990) The role of consciousness in second language
learning. Applied Linguistics, 11(2), 129–158.
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(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.
(2013) Formulaic language and collocation. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1–10). Oxford: Wiley Blackwell.
Schmitt, N., Dörnyei, Z., Adolphs, S., & Durow, V.
2022. Comparing the longitudinal development of phraseological complexity across oral and written tasks. Studies in Second Language Acquisition► pp. 1 ff.
Zhou, Siyang & Jessica Briggs Baffoe-Djan
2023. “You just picked it up”. Study Abroad Research in Second Language Acquisition and International Education 8:1 ► pp. 142 ff.
This list is based on CrossRef data as of 1 september 2023. 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.