From a usage-based perspective, language comprises constructions which are 'conventionalized pairings of form and function' (Goldberg, 2006, pp. 3-5). These conventionalised expressions, often referred to as formulaic sequences (FS) (Wray, 2002). The significance of FS is evident in written texts,especially in vocabulary development.
The study abroad (SA) context can facilitate FS learning, due to the opportunity to immerse themselves in authentic target language input (Siyanova-Chanturia, 2015). However, findings remain inconsistent, and to date, very little is known about the nature and likely development of FS in L2 Chinese writing, prompting this particular study.
This research is a small-scale but in-depth mixed-method investigation into the use anddevelopment of L2 Chinese FS learning in SA setting. The research questions focus on frequency and accuracy of FS development over time for a cohort of 26 learners of Chinese who were enrolled at a UK university and the influence of FS in writing performance.
The study uses quantitative and qualitative methods to analyse frequency and accuracyin using three target types of FS in these diaries: fixed, semi-fixed, and free forms by usingdiaries as data resource.
The results show mixed findings, with no consistent group-wide improvement in FSquantity and accuracy over time for the participants, except for a fixed type of FS quantity and a noticeable variation among individuals. The association between the use of FS and writing output is also investigated to explore the role of FS in improving writing performancein SA context.
The findings not only illuminate the individual differences in learning FS but also shedlight on the varying levels of complexity associated with different categories of FS in Mandarin, as well as the influence of FS on writing performance, which offer valuable implications for the development of teaching and learning models for Mandarin SA programmes.
