Longitudinal Development of Holistic Formulaicity, Formulaic Sequences, and Lexical Complexity in Sojourner Diaries: A Dynamic Usage‐Based Perspective

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-09-27 DOI:10.1111/lang.12680

Zeynep Köylü, Nurullah Eryılmaz, Carmen Pérez‐Vidal, Marjolijn Verspoor, Hana Gustafsson

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引用次数: 0

Abstract

Because of authentic exposure, study‐abroad sojourners are expected to become more proficient in terms of holistic formulaicity (defined as targetlike language use of intensifiers, fillers, multiword sequences, lexical features, verb–argument constructions, pragmatic and discourse features, and so on), use of formulaic sequences, and lexical measures. This study traces the development of these constructs over time in written diary texts of 26 Catalan/Spanish bilingual sojourners in an Anglophone country during study abroad. It adopts a dynamic usage‐based perspective, underlining the importance of frequency of exposure and individual variability in developmental trajectories. Generalized additive mixed model analyses, which take individual nonlinear behavior into account, showed significant gains toward holistic formulaicity, but not in use of formulaic sequences nor in lexical complexity measures. We argue that at advanced stages some measures may have reached ceiling, but that sojourners may still progress in becoming more finely attuned to the conventionalized ways of saying things in the speech community.

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Sojourner 日记中整体公式性、公式序列和词汇复杂性的纵向发展：基于动态用法的视角

由于有了真实的接触，留学人员有望在整体公式化（定义为目标语言中强化词、填充词、多词序列、词汇特征、动词-论据结构、语用和话语特征等的使用）、公式化序列的使用以及词汇量等方面变得更加熟练。本研究追踪了 26 名在英语国家留学的加泰罗尼亚语/西班牙语双语旅居者的书面日记中这些构词法的发展过程。研究采用了基于动态使用的视角，强调了接触频率和个体差异在发展轨迹中的重要性。考虑到个体非线性行为的广义加法混合模型分析表明，在整体公式化方面取得了显著进步，但在公式化序列的使用和词汇复杂性测量方面却没有进步。我们认为，在高级阶段，一些测量指标可能已达到上限，但旅居者仍可在更精细地适应语言社区的常规表达方式方面取得进展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.