Verbal diversity within constructions as a predictor of L2 writing proficiency

Abstract

Constructional diversity in learners’ essays is a key predictor of second language (L2) writing proficiency, but it does not fully capture learners’ constructional knowledge. Proficient L2 use is characterized not only by a wide range of constructions but also by a richer variety of verbs within those constructions. This study examined the impact of verbal diversity on L2 writing proficiency by analyzing English verb-argument constructions in Chinese speakers’ essays. Results showed that: (i) verbal diversity was the strongest predictor of L2 writing proficiency, surpassing both constructional diversity and frequency-based measures; (ii) simple constructions were used more frequently and with a broader range of verbs than complex constructions; and (iii) proficient L2 writers exhibited greater verbal diversity in complex constructions while reducing reliance on simple constructions. In conclusion, L2 writing proficiency is determined by both the variety of constructions and the adept use of verbs within them.