The effects of extramural English reading on phraseology in L2 writing: A key phrase frames approach

Foreign/second language (L2) learners worldwide are increasingly exposed to English outside the classroom through self-initiated, extramural English (EE) activities. Among the diverse types of EE activities, reading stands out as a particularly important activity for students. In particular, it has been shown to foster L2 learner's phraseological knowledge (e.g., phrasal verbs and collocations). This study explores whether the effects of EE reading extend to longer multi-word units by examining discontinuous four-word sequences with a variable slot occupied by fillers (e.g., the most ∗ aspect ), known as phrase frames (p-frames). The present study used the Swedish Learner English Corpus (SLEC), which comprises L2 English texts written by junior and senior high school students, to extract texts from learners who read in English every week vs. those who do not. Subsequently, we used a novel method for identifying p-frames that are key to the reading and non-reading groups, respectively, and examined the variability of fillers and structural characteristics of the identified key p-frames. The results show that key p-frames of the reading group are characterized by higher variability than those in the non-reading group. There were very limited differences between the groups at the level of the structural categories, but specifically for the function word frames, the reading group are characterized by p-frames that involved a noun phrase with a post-nominal modifier (e.g., the ∗ of a ). In contrast, the non-reading group included more embedded clauses in their texts. Pedagogical implications for the role of language exposure through self-initiated reading are discussed.