Affiliation:
1. Université catholique de Louvain
Abstract
This chapter reports on a follow-up study to Paquot (2013) which replicates its methodology to investigate transfer effects on French EFL learners’ use of recurrent word sequences. The study focuses on a large dataset of two- to four-word lexical bundles overrepresented in the French component of the International Corpus of Learner English (ICLE) as compared to nine other ICLE learner sub-corpora. Results are in line with a usage-based view of language that recognizes the active role that the first language (L1) may play in the acquisition of a foreign language. In accordance with Paquot’s (2013) findings, the different manifestations of L1 influence displayed in the learners’ idiosyncratic use of lexical bundles are traced back to various properties of French words and word combinations, among which their discourse function and frequency of use seem to play a crucial role.
Publisher
John Benjamins Publishing Company
Reference48 articles.
1. Involvement features in writing: do time and interaction trump register awareness?
2. Lexical bundles in learner writing: An analysis of formulaic language in the ALESS learner corpus;Allen;Komaba Journal of English Education,2011
Cited by
13 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献