Expansion of verb-argument construction repertoires in L2 English writing

被引:4
作者
Park, Ji-Hyun [1 ]
Sung, Min-Chang [2 ]
机构
[1] Gyeongin Natl Univ Educ, Dept English Language Educ, Incheon, South Korea
[2] Gyeongin Natl Univ Educ, Dept English Language Educ, Incheon, South Korea
来源
IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING | 2024年 / 62卷 / 02期
关键词
cluster analysis; L2; proficiency; second language writing; usage-based models; verb-argument construction; SYNTACTIC COMPLEXITY; LEARNERS;
D O I
10.1515/iral-2022-0145
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This paper investigates the use of English verb-argument constructions (VACs) in second language writing in light of usage-based constructionist approaches to language development. It employs a comprehensive list of VACs to analyze every sentence in 390 essays written by L2 learners of three levels, i.e., Low, Mid, and High, and examines the theoretical hypotheses that the repertoires of VACs expand along with L2 proficient profile and that individual VACs, albeit varying in their expansion patterns, compose a structured inventory based on constructional information. Results indicate that L2 learners of higher proficiency used significantly more types of VACs than those of lower proficiency. It is also found that significant expansions of individual VACs appeared at different L2 proficiency levels. For example, the use of [Verb + NP complement] construction significantly increased between Low and Mid, not between Mid and High, whereas the [Verb + Prepositional object] construction significantly expanded throughout the three proficiency levels. Finally, there were strong cluster effects in the expansion of VACs as small sets of VACs showed similar by-text co-occurrence patterns.
引用
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页码:903 / 925
页数:23
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