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Formulaic Expressions and Functional Categories in Classroom SLA: Evidence From a Longitudinal Corpus.

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Title: Formulaic Expressions and Functional Categories in Classroom SLA: Evidence From a Longitudinal Corpus.
Authors: Hammond, Thomas1 (AUTHOR), Gil, Kook-Hee2 (AUTHOR)
Source: Instructed Second Language Acquisition. Jul2025, Vol. 9 Issue 1, p30-61. 32p.
Subject Terms: *Grammatical categories, *Second language acquisition, *Bilingual students, *Language & languages, Corpora
Abstract: This study applies the usage-based notion of "formulaicity" to examine the nature of L2 initial state through transitional state grammars in taught-classroom settings. Tracking longitudinal production data from nine bilingual Spanish/Catalan pupils (ages 10–17) with limited exposure to classroom English, we observe that evidence for knowledge of L2 functional categories at the initial state is represented by formulaic expressions (FEs) only. Outside of these, learners' production data are consistent with an incremental development of L2 knowledge. We also find a relationship between earlier and more frequent FE use and better knowledge of underlying syntactic properties related to L2 functional categories, which the FEs exemplify. Adopting the Modular Cognition Framework (MCF) (Truscott & Sharwood Smith, 2019), we propose that FEs derived from classroom input in instructed settings could provide learners with the syntactic distributional evidence necessary to trigger the establishment of L2 FCs. We discuss how these findings can be implicated within traditional debates surrounding L2 initial and transitional state grammars. [ABSTRACT FROM AUTHOR]
Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Formulaic Expressions and Functional Categories in Classroom SLA: Evidence From a Longitudinal Corpus.
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  Data: <searchLink fieldCode="JN" term="%22Instructed+Second+Language+Acquisition%22">Instructed Second Language Acquisition</searchLink>. Jul2025, Vol. 9 Issue 1, p30-61. 32p.
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  Data: This study applies the usage-based notion of "formulaicity" to examine the nature of L2 initial state through transitional state grammars in taught-classroom settings. Tracking longitudinal production data from nine bilingual Spanish/Catalan pupils (ages 10–17) with limited exposure to classroom English, we observe that evidence for knowledge of L2 functional categories at the initial state is represented by formulaic expressions (FEs) only. Outside of these, learners' production data are consistent with an incremental development of L2 knowledge. We also find a relationship between earlier and more frequent FE use and better knowledge of underlying syntactic properties related to L2 functional categories, which the FEs exemplify. Adopting the Modular Cognition Framework (MCF) (Truscott & Sharwood Smith, 2019), we propose that FEs derived from classroom input in instructed settings could provide learners with the syntactic distributional evidence necessary to trigger the establishment of L2 FCs. We discuss how these findings can be implicated within traditional debates surrounding L2 initial and transitional state grammars. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3138/isla-2025-0014
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      – Code: eng
        Text: English
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              Text: Jul2025
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