Predicting Parameters of Variation in the Use of Academic Multiword Expressions in University Student Writing

Recent years have seen growing interest in interdisciplinary research on multiword expressions (also known as formulaic sequences, formulas, prefabricated units, etc.; see Wray, 2002; Siyanova-Chanturia & Omidian, 2020). Various types of multiword expressions (henceforth, MWE), such as collocations, lexical bundles, multiword verbs, idioms, and binomials, have been investigated from a number of different perspectives: native speaker versus L2 learner discourse (Durrant & Schmitt, 2009; Siyanova & Schmitt, 2008); prosody, fluency and intonation (Lin, 2013, 2018); first language acquisition (Cruttenden, 1981; Peters, 1983), second language acquisition (Schmidt, 1983; Vihman, 1982), on-line processing and representation (for an overview, see Siyanova-Chanturia & Van Lancker Sidtis, 2019), classroom