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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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The productive processing of formulaic sequences by second language learners in writing.

Kunmeng Fan1,2, Haixiao Wang3

  • 1School of Foreign Studies, Nanjing University, Nanjing, China.

Frontiers in Psychology
|March 7, 2024
PubMed
Summary

Second language learners process formulaic sequences (FSs) holistically at the lexical level but compositionally at the syntactic level. Proficiency and topic familiarity influence FS processing and retrieval.

Keywords:
formulaic sequenceholistic processinglanguage proficiencylearner-internal formulaic sequenceproductive processingtopic familiarity

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Area of Science:

  • Psycholinguistics
  • Second Language Acquisition (SLA)
  • Cognitive Science

Background:

  • Debate exists on whether formulaic sequences (FSs) are processed holistically or compositionally.
  • Most research focuses on receptive processing, with limited investigation into productive processing, especially in second language (L2) learning.
  • Previous L2 studies often overlook learner-internal FSs (perceived as units by learners) in favor of learner-external ones.

Purpose of the Study:

  • To investigate the productive processing of FSs by L2 learners from their perspective.
  • To examine the influence of L2 proficiency and topic familiarity on FS production.
  • To differentiate between learner-internal and learner-external (assembled) FS processing behaviors.

Main Methods:

  • Ten Chinese English learners of two proficiency levels completed two writing tasks (varying topic familiarity).
  • FSs were identified by learners and researchers, distinguishing internal from assembled FSs.
  • Video stimulated recall (VSR) was used to analyze the production process of each FS.

Main Results:

  • L2 learners' conscious processing of FSs occurs at lexical and syntactic levels.
  • Holistic processing dominated at the lexical level, while syntactic processing was more compositional.
  • Higher proficiency learners retrieved more internal FSs and modified them more; familiar topics led to more internal FS retrieval and fewer modifications.

Conclusions:

  • A model of L2 formulaic sequence production is proposed based on empirical findings.
  • Pedagogical implications for teaching L2 FSs are suggested, emphasizing the distinction between holistic and compositional processing.
  • Learner-internal FSs play a significant role in L2 production, influenced by proficiency and context.