Verb-argument constructions in advanced L2 English

Abstract Research on studying abroad (SA) suggests that input-rich contexts help L2 learners develop advanced word use embedded in target-like multiword constructions, or formulaicity. Native-like formulaic use is a key indicator of L2 proficiency, but little research has explored SA contexts to confirm its impact on formulaicity development. Using a dynamic usage-based (DUB) approach ( Verspoor & Behrens, 2011 ), this study examines how verb-argument constructions (VACs) develop in written L2 English during SA. Data come from the SALA Diary Subcorpus ( Pérez-Vidal, 2014 ), collected from 26 Catalan/Spanish advanced L2 learners over a semester (12–17 weeks) in an anglophone context. VACs were analyzed using TAALES ( Kyle et al., 2018 ). A generalized additive mixed-effects model showed significant effects of random (participant behavior) and fixed factors (time), supporting the DUB claim of nonlinear, variable individual trajectories. Participants achieved significantly higher association strength scores for VACs. Further analysis confirmed the link between syntactic, lexical, and VAC indices with holistic formulaicity scores, implying that human raters consider all subdimensions of written L2 performance when making holistic judgements.