Variability in L2 acquisition of formulaic sequences: A study of linguistic factors in the use and learning of phrasal verbs by non-native speakers

• Main Author: lvalue lvalue (Author)
• Format: Book
• Published: Universitat Jaume I. Department of English Studies, 2019-01-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.6035/LanguageV.2012.4.3; 1989-7103
• Keywords: phrasal verbs; constructions; formulaicity; second language acquisition; corpus linguistics; particle OUT; Romanic languages; PC1-5498; Education; L
• Source: Language Value (2019)

Author/s Rafael Alejo-González Universidad de Extremadura, Spain ABSTRACT In this paper, the acquisition of phrasal verbs (PVs) by L2 learners is explored from the perspective provided by a usage-based approach to language. This involves looking at low scope or item-specific schemas, which in this article are identified as the actual particles, prepositions and PVs used by the learners, together with the more abstract syntactic or semantic schemas that emerge from their use. Given the labour intensive work required by this type of analysis, the focus is placed on the use of verb-out constructions made by L2 learners of the PVs as reflected in a corpus of learner language, i.e. the Spanish, Italian, Swedish, Dutch, Russian and Bulgarian subsections of the ICLE (1,287,517 words). More concretely, I analyse L2 use of out-PVs at different grain levels and provide an account of the factors influencing the acquisition of these linguistic units. The results obtained from the analysis show 1) that out is underused by learners, at the lowest level of constituency, the level of the word and its collocates and that this may be due its low cue answer contingency (it is a short form with many meanings); 2) that out-PVs, as other formulaic sequences, shows a pattern of overuse of a small number of frequent verbs and underuse of the rest; 3) that, at a morpho-syntactic level, out-PVs used by L2 learners are typically frozen with little variability in both the tenses and the syntactic patterns chosen; and 4) that at the semantic level, more prototypical and frequent meanings in the text type analysed, not necessarily literal uses, are used with greater frequency by NNS. All in all, the usage-based approach adopted has allowed us to reveal the complexity of factors involved in explaining the difficulty L2 learners have in acquiring phrasal verbs.