Expansion of verb-argument construction repertoires in L2 English writing

Abstract

Abstract 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.