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This study investigates the formal verbalizations of evaluation used by four beginning L2 learners of Finnish from a dynamic usage-based perspective. Longitudinal data collected weekly were used to investigate what kind of constructions learners use to express evaluation and how these interact and develop over time. The results show that when a new construction is acquired in the L2, another related construction might regress. The results also point to increased variability in the constructiondoi:10.1093/applin/amaa030 fatcat:hwipwajj35dkfa5i6vj5veyj4m