The Development of Formulaic Sequences: A Longitudinal Learner Corpus Investigation

Eman Elturki

This study investigated the utilization of 3- and 4- word sequences in a longitudinal learner corpus composed of yearlong written data from 33 adult English Language Learners (ELLs). The corpus analysis included two phases; a Group Analysis, which was a quasi-longitudinal design allowed for observing collective trends in the use of language formulas by cohorts across three trimesters; and an Individual Analysis, which was a true longitudinal design that focused on the use of formulaic language by the same five individual participants across three trimesters. Following a frequency approach, frequent sequences were extracted from the three trimesters, classified into structural and functional categories, and compared to frequent formulas found in written and spoken corpora of native English speakers (NESs). The Individual Analysis included identifying unique sequences used recurrently by individual learners across the three trimesters. Both analyses yielded similar findings in terms of frequency, type, structure, and functions of frequent formulas used by the learners across the three trimesters. The longitudinal learner corpus was highly influenced by spoken register, which was reflected in the heavy use of spoken-like formulas. This phenomenon was attributed to the impact of frequency and saliency of such formulas in the input. Formulaic sequences were used frequently starting at early levels of language development; nonetheless, the formulas were invariant in type and length. By Trimester 3, the analyses revealed some formulaic sequences that resembled frequent formulas in the NES written corpus, which suggested a gradual move from using spoken-like formulas to written ones. The analysis of unique sequences resulted into themes that mirrored ELLs’ concerns, interests, and attitudes at the three trimesters, which provided a glimpse into ELLs’ developing identity in second language (L2). Finally, the dissertation presented pedagogical recommendations related to the use of corpora to support the teaching and learning of academic formulaic language and suggested directions for future research on formulaic sequences. This study can be useful to researchers in the field of second language acquisition (SLA) and teachers of English as a second language (ESL) because it offers interpretations on how ELLs utilize multiword combinations across time including unique ones.

The Development of Formulaic Sequences: A Longitudinal Learner Corpus Investigation

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