| As an essential element of native and native-like language use, formulaic sequences (FSs) have drawn extensive attention in the field of second language acquisition. Use of formulaic sequences has also served as an important measure of learner writing development. To date, the majority of studies on formulaic sequences are cross-sectional and thus bereft of a longitudinal view. Little research has investigated the developmental process of FSs and the differences in FS use by ESL/EFL writers across proficiency levels. Furthermore, empirical investigations into the interaction and correlation of FS subsystems have rarely been pursued either. From a perspective of Dynamic Systems Theory (DST), this study zoomed in on the written texts by L2 learners across proficiency levels, thereby gaining insight into the dynamic developmental process of formulaic sequences.The overall study, including group analyses and two case studies, was conducted over nine months (including a break during the winter holiday). Eighty non-English major graduates at two proficiency levels (low/high) completed timed written assignments monthly. Their written texts were coded and analyzed according to the conventional methods and techniques used in DST studies. The result of the group analyses indicates that high-proficiency learners increased significantly in the overall use of formulaic sequences over time while their low-proficiency counterparts, however, did not show significant change. Besides, proficiency levels had different effects on the change to FS subtypes. The findings of two case studies revealed different developmental patterns in the use of FSs by low- and high-proficiency individuals. The interaction between fully fixed FSs and partially schematic FSs took place in a contrasting way considering proficiency levels.These findings carry pedagogical implications for non-English major graduates with respect to the use of formulaic sequences in their English writing. |
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