Acquisition of formulaic sequences in a study abroad context

Abstract

Research (e.g., Wood, 2010a) suggests that study abroad (SA) and the use of formulaic language (FL), or sequences of words that tend to go together, aid L2 oral fluency. Nonetheless, there is conflicting evidence regarding whether quantity of L2 use abroad is a predictor of language outcomes. This article examines the acquisition of FL by US L2 learners of Spanish (n = 11) who studied abroad in Spain. The study measures the temporal fluency variables and the formula/run ratio of narrative retell tasks pre- and post-SA by L2 learners and native Spanish speakers. The findings indicate that regardless of program type and length, learners produce more FL post-SA, but they are still far from target-like usage. Moreover, participants’ mean length of run is directly related to the formula/run ratio. Lastly, an analysis of language use shows no direct relationship between L2 use abroad and oral fluency outcomes.