Session 4H

Second language (L2) learners struggle to learn how to combine words in authentic, native-like ways on the way to proficiency (Smiskova et al., 2012). When it comes to this challenging aspect of second language development (SLD), learners might benefit from meaningful authentic input to develop their uses of formulaic expressions. Operationalizing formulaicity as conventionalized ways of saying things, this study asserts that learning contexts are a crucial part of the picture as some are deprived of authentic input, while some others provide a wealth of examples, such as the study abroad context. 
Taking a dynamic usage-based (DUB) perspective to SLD (Verspoor & Behrens, 2011), this study investigates how the study abroad context interplays with formulaicity and lexical complexity development. Assuming that input and meaningful interaction are key components of SLD, this study also aims to explore the learning trajectories of a group of sojourners with regard to lexical diversity, variation, sophistication, and formulaicity. The researcher analyzed written performance data elicited in the form of weekly diary entries which are used to compile our learner corpus, as part of larger project (Pérez-Vidal, 2014). The participants are 26 Catalan/Spanish tertiary level English learners who studied abroad in a target language speaking country for 14-17 weeks. The SALA diary corpus is compiled of a total of 383 weekly diary entries (~250K words) about sojourners' experiences related to language use, interaction, and host culture over the course of their stay abroad. Following Kyle et al. (2021), the dataset was coded for various measures of lexical complexity via CLAN (MacWhinney, 2000) and TAALES (Kyle et al., 2017). To determine how formulaic each weekly entry is, the dataset is also analyzed through IdiomSearch (Colson, 2016). A series of linear mixed-effects models (LME) were developed to examine the relationship between time and formulaicity and lexical complexity indices. The preliminary results indicated a significant effect for context and time on both along with high levels of individual variation confirming the DUB argument of individual learning trajectories. These results are anticipated to bring useful insights to language classroom pedagogy. 
Colson, J.-P. (2016). IDIOM search. http://idiomsearch.lsti.ucl.ac.be/index.html.
Smiskova, H., Verspoor, M., & Lowie, W. (2012). Conventionalized ways of saying things (CWOSTs) and L2 development. Dutch Journal of Applied Linguistics, 1(1), 125-142.
Kyle, K., Crossley, S., & Berger, C. (2018). The tool for the automatic analysis of lexical sophistication (TAALES): version 2.0. Behavior research methods, 50(3), 1030-1046.
Kyle, K., Crossley, S., & Verspoor, M. (2021). Measuring Longitudinal Writing Development Using Indices Of Syntactic Complexity And Sophistication. Studies in Second Language Acquisition, 43(4), 781-812.
MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk. Mahwah, NJ: Lawrence Erlbaum Associates.
Pérez-Vidal, C. (2014). Language acquisition in study abroad and formal instruction contexts. Amsterdam: John Benjamins.
Verspoor, M.H., & Behrens, H. (2011). Dynamic systems theory and a usage-based approach to second language development. In M. H. Verspoor, K. de Bot, & W. Lowie (Eds.), A dynamic approach to second language development (pp. 25-38). Philadelphia, PA: John Benjamins Publishing Co.

At the beginning of the millennium Wray wrote: "If formulaic sequences are so difficult to learn, then unless we understand why, we are unlikely to hit on a successful way of teaching them." (Wray, 2000, p. 468). Since then, plenty of studies have been carried out in order to understand the complex nature of learning formulaic sequences, including collocations (for reviews see Henriksen, 2013; Szudarski, 2017). However, most studies have focused on learners' finished collocation productions. Research on collocation development from the perspective of the individual learner is scarce.
This study explores Dutch-speaking students' introspective views of their L2 German collocation learning process of three years. It is part of a longitudinal mixed-methods project on students' collocation development. The aim is to gain insight into factors that could hinder or enhance collocation learning and into how effective as well as less effective learners deal with collocation learning. 
The data comprise 1) the transcripts of a semi-structured interview with 19 learners and 2) a qualitative questionnaire that was administered to six contrasting cases of learners, who developed their collocation knowledge to opposing degrees (c.f., Dörnyei et al., 2004). In the interview, participants reflected on the factors they believed to have affected their collocation development. The questionnaire consisted of open-ended questions on five specific collocations. The data were analyzed using thematic analysis, following the steps presented by Braun and Clarke (2006). For analysis and coding the software package NVivo 12 (Jackson & Bazeley, 2019) was used. 
The findings show a growing collocation awareness over time in most learners. Having repeated encounters with collocations is said to facilitate learning, and repetition is seen as a key strategy. The influence of the L1 is considered as both an advantage and disadvantage, although the more effective learners seem to be more aware of the risk that literal translations might lead to non-idiomatic collocations. Finally, the data point to an advantage of activities such as reading, listening, and speaking in German, since the more effective learners seem to be more involved in those activities. The pedagogical implications of the findings will be discussed. 
References:
Braun, V. & V. Clarke. 2006. Using thematic analysis in psychology, Qualitative Research in Psychology, 3(2). 77-101. 
Dörnyei, Z., Durow, V. & Zahran, K. (2004). Individual differences and their effects on formulaic sequence acquisition. In N. Schmitt (Ed.), Formulaic Sequences: Acquisition, processing and use, (pp. 87-106). John Benjamins.
Henriksen, B. (2013). Research on L2 learners' collocational competence and development: A progress report. In C. Bardel, C. Lindqvist, & B. Laufer (Eds.), L2 vocabulary acquisition, knowledge, and use (pp. 29-56). EuroSLA Monograph Series 2. EuroSLA.
Jackson, K., & Bazeley, P. (2019). Qualitative data analysis with NVivo. Sage Publications.
Szudarski, P. (2017). Learning and teaching L2 collocations: Insights from research. TESL Canada Journal, 34, 205–216. 
Wray, A. (2000). Formulaic sequences in second language teaching: Principle and practice. Applied Linguistics, 21(4), 463-489.

Recent research has shown that captioned TV viewing can lead to vocabulary learning; however, most studies have focused on single words (see Peters & Muñoz, 2020 for a recent review). Very few studies have investigated the effect of captioned TV viewing on collocation learning (e.g., Majuddin, Siyanova-Chanturia, & Boers, 2021; Puimège et al., 2021). In addition, little research has compared the effects of TV viewing and other modes of input (see Feng & Webb, 2020, for an exception). Also, research on the factors that affect incidental collocation from different input modes is still relatively scarce and has produced inconclusive findings (e.g., Majudin et al. 2021; Puimège & Peters, 2020; Vu & Peters, 2021). To fill those research gaps, the present study was conducted. 
Our study involved 80 Vietnamese EFL learners who were divided into an experimental group and a control group. Over four weeks, the experimental group encountered 24 target collocations (12 verb-noun, 12 adjective-noun) in two stories in two modes of input (reading-while-listening and viewing videos with L2 captions) in a counterbalanced fashion (i.e., half of the participants were exposed to the two modes of input in one order while the other half in the reverse order). Half of the collocations were congruent, i.e., they could be translated literally from Vietnamese into English, while the other half were non-congruent. Learning was assessed at the level of form recall one week before the treatment and one week after the treatment. Generalized linear mixed-effects models indicated that both modes resulted in equally significant gains of collocational knowledge. In addition, learners' prior vocabulary knowledge and collocational congruency were significant predictors of learning gains. Theoretical and pedagogical implications of these findings will be discussed.
References
Feng, Y., & Webb, S. (2020). Learning vocabulary through reading, listening, and viewing: Which mode of input is most effective?. Studies in Second Language Acquisition, 42(3), 499-523.
Majuddin, E., Siyanova-Chanturia, A., & Boers, F. (2021). Incidental acquisition of multiword expressions through audiovisual materials: The role of repetition and typographic enhancement. Studies in Second Language Acquisition. Advance online publication. https://doi.org/10.1017/S0272263121000036
Peters, E., & Muñoz, C. (2020). Introduction to special issue Language learning from multimodal input. Studies in Second Language Acquisition, 42(3), 489-497.
Puimège, E., & Peters, E. (2020). Learning formulaic sequences through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 42(3), 525-549.
Puimège, E., Montero Perez, M., & Peters, E. (2021). Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study. Second Language Research. Advance online publication. https://doi.org/10.1177/02676583211049741
Vu, D. V., & Peters, E. (2021). Incidental learning of collocations from meaningful input: A longitudinal study into three reading modes and factors that affect learning. Advance online publication Studies in Second Language Acquisition. https://doi.org/10.1017/S0272263121000462