Author Housen, Alex
Title Dimensions of L2 Performance and Proficiency : Complexity, Accuracy and Fluency in SLA
Imprint Amsterdam : John Benjamins Publishing Company, 2012
©2012
book jacket
Descript 1 online resource (317 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Series Language Learning & Language Teaching ; v.32
Language Learning & Language Teaching
Note Dimensions of L2 Performance and Proficiency -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Notes on contributors -- Complexity, accuracy and fluency -- 1. Introduction -- 1.1 The origins of CAF -- 1.2 Complexity, accuracy and fluency as research variables -- 2. Challenges for CAF research -- 2.1 How can complexity, accuracy and fluency be conceptualised and defined as constructs? -- 2.2 What are the cognitive, linguistic and psycholinguistic correlates and underpinnings of CAF? -- 2.3 How are the CAF components interconnected? -- 2.4 How can CAF be operationalised and measured? -- 2.5 Which factors affect CAF? -- 3. This volume -- 4. Conclusion -- References -- Defining and operationalising L2 complexity -- 1. Complexity in SLA research -- 2. Defining complexity -- 3. L2 complexity -- 4. A survey of complexity measurement -- 5. A closer look at syntactic complexity measures -- 6. Conclusion -- References -- Complexity, Accuracy and Fluency from the perspective of psycholinguistic Second Language Acquisition research -- 1. Introduction -- 2. A model of second language acquisition -- 2.1 Mental representation -- 2.2 Kinds of learning -- 2.3 Frequency -- 2.4 Memory -- 3. Definitions of the constructs and relationship with the background assumptions -- 3.1 Accuracy -- 3.2 Complexity -- 3.3 Fluency -- 4. Empirical investigations -- 4.1 Linguistic competence: Triggering in L2 -- 4.2 Building mental representations for learned linguistic knowledge -- 4.3 Mental representations in language processing: Proceduralisation -- 5. Conclusion -- References -- Complexity, accuracy and fluency* -- 1. Introduction -- 2. Methodological issues -- 2.1 Definition -- 2.2 Identification -- 2.2.1 Greater length and complexity -- 2.2.2 Greater phonological coherence -- 2.2.3 Inappropriate use and overgeneralization
2.2.4 Non-substitutability -- 2.2.5 Accuracy -- 3. The study -- 3.1 Participants -- 3.1.1 Beginners -- 3.1.2 Post-beginners -- 3.2 Formulaic sequences investigated and their development -- 3.2.1 Verb sequences: j'aime, j'adore, j'habite (I like, I love, I live) -- 3.2.2 Interrogative sequences -- 3.2.2.1 Development of the interrogative system. Thirteen out of the sixteen beginner learners produce comment t'appelles-tu from the very first round of data collection, without any internal modification. By contrast, if we examine the interrogative stru -- 3.2.2.2 The development of interrogative sequences. This section analyses the ­development of the formulaic sequence comment t'appelles-tu? ("what's your name?"), as well as the different contexts in which it is used. More specifically, as this FS is in t -- 4. Discussion -- 4.1 Relationship between learnt knowledge and acquired knowledge -- 4.2 Grammatical status of formulaic sequences -- 4.3 Contribution of FS to the development of complexity, accuracy and fluency -- 5. Conclusion -- References -- The growth of complexity and accuracy in L2 French -- 1. Introduction -- 2. Past observations on developmental stages -- 2.1 Linguistic profiling -- 2.2 Evaluation of morphosyntactic development in L2 French -- 2.3 Systematic growth of the interlanguage: Sequences and stages in L2 French -- 3. Recent applications of developmental stages in L2 French -- 3.1 Developmental stages in written L2 French: Ågren (2008) -- 3.2 Complexity, accuracy and fluency in oral and written L2 French: Granfeldt (2007) -- 3.3 Automated assessment of developmental stages: Direkt Profil -- 4. Final remarks -- References -- The effect of task complexity on functional adequacy, fluency and lexical diversity in speaking performances of native and non‑native speakers -- 1. Introduction -- 1.1 Functional adequacy of task performance
1.2 Disentangling aspects of fluency -- 1.3 Lexical diversity -- 1.4 Native versus non-native speaking performances -- 1.5 Research questions and hypotheses -- 2. Method -- 2.1 Participants -- 2.2 Tasks and materials -- 2.3 Procedure -- 2.4 Functional adequacy measure -- 2.5 Fluency measures -- 2.5.1 Breakdown fluency -- 2.5.2 Speed fluency -- 2.5.3 Repair fluency -- 2.6 Lexical diversity measure -- 3. Results -- 4. Discussion -- Acknowledgements -- Author's note -- References -- Appendix A -- Syntactic complexity, lexical variation and accuracy as a function of task complexity and proficiency level in L2 writing and speaking -- 1. Introduction -- 2. General and specific measures of performance -- 3. Cognitive task complexity -- 4. Design and methodology -- 4.1 Research questions and hypotheses -- 4.2 Participants and tasks -- 4.3 Data analysis -- 5. Results -- 5.1 Study 1 -- 5.2 Study 2 -- 5.3 Study 3 -- 6. Summary and discussion -- References -- Appendix 1 -- Appendix 2 -- The effects of cognitive task complexity on L2 oral production -- 1. Introduction -- 1.1 Background to the study -- 1.2 The effects of planning time -- 1.3 The effects of number of elements -- 1.4 Research questions and hypotheses -- 2. Methodology -- 2.1 Participants -- 2.2 Experimental design -- 2.3 Tasks and task procedures -- 2.4 Dependent variables - CAF measures -- 2.5 Statistical procedures -- 3. Results -- 3.1 Research question 1: Effects on L2 oral production of increasing task complexity along planning time -- 3.2 Pre-task planning time under few elements (Condition 1 vs. Condition 2) -- 3.3 Pre-task planning time under many elements (Condition 3 vs. Condition 4) -- 3.4 Effects of increasing task complexity along the number of elements on L2 oral production -- 3.5 The number of elements with pre-task planning (Condition 1 vs. Condition 3)
3.6 The number of elements without pre-task planning (Condition 2 vs. Condition 4) -- 3.7 Combined effects of simultaneously manipulating the number of elements and the amount of pre-task planning time -- 4. Discussion -- 4.1 Hypothesis 1: Effects of increasing task complexity along pre-task planning time -- 4.2 Hypothesis 2: Effects of task complexity along the number of elements -- 4.3 Research question 3: Combined effects of pre-task planning time and the number of elements -- 4.4 Limitations of the study -- 4.5 Implications, conclusions, and further research -- References -- Appendix 1 -- Complex task -- Complexity, accuracy, fluency and lexis in task-based performance -- 1. Accuracy, complexity and fluency in models of second language performance -- 2. Responding to these challenges -- 2.1 Adapted and new measures -- 2.2 The research synthesis of the Ealing research -- 3. Some reconceptualisations of tasks -- 4. Cognition versus trade-off -- 5. Conclusions -- References -- Measuring and perceiving changes in oral complexity, accuracy and fluency -- 1. Introduction: The problem of measuring progress -- 2. Complexity measures -- 3. Language Accuracy measures -- 4. Fluency measures -- 5. Research Questions -- 6. Subjects -- 7. The data for the study -- 7.1 Interview data -- 7.2 Grammatical complexity measures -- 7.3 Lexical complexity measures -- 7.4 Language Accuracy measures -- 7.5 Fluency measures -- 7.6 Subjective Rating data -- 7.7 Analytical procedures -- 8. Results -- 8.1 Gains in Grammatical and Lexical Complexity, Accuracy and Fluency -- 8.2 Perceptions of level -- 8.5 Halo effects in ratings -- 9. Discussion -- 9.1 Grammatical and lexical complexity -- 9.2 Language accuracy -- 9.3 Fluency -- 9.4 'On-line' rating -- 9.5 Progress-sensitivity: An impossible ideal for oral assessment? -- References
The development of complexity, accuracy and fluency in the written production of L2 French -- 1. Introduction -- 1.1 Writing in L2 - some specific features -- 1.2 Cognitive capacity and CAF -- 1.3 Research questions -- 2. Definitions and measures of fluency, complexity and accuracy -- 2.1 Fluency -- 2.2 Complexity -- 2.3 Accuracy -- 3. Method -- 3.1 Participants -- 3.2 Data collection -- 3.3 Data analysis -- 4. Results -- 4.1 Fluency -- 4.2 Complexity -- 4.3 Accuracy -- 4.3.1 Subject-verb agreement -- 4.3.2 Passé composé - Imparfait -- 4.3.3 Negation -- 4.3.4 Clitic object pronouns -- 5. Conclusion and discussion -- References -- A longitudinal study of complexity, accuracy and fluency variation in second language development -- 1. Introduction -- 2. Methodology -- 3. Measures of language production -- 4. Results -- 4.1 Complexity, accuracy and fluency variation over time -- 4.2 Complexity, accuracy and fluency variation across tasks -- 4.3 Individual developmental paths -- 4.4 Learning to vary across tasks -- 5. Discussion -- References -- Epilogue -- References
This chapter presents the results of a study on interlanguage variation. The production of four L2 learners of Italian, tested four times at yearly intervals while engaged in four oral tasks, is compared to that of two native speakers, and analysed with quantitative CAF measures. Thus, time, task type, nativeness, as well as group vs. individual scores are the independent variables and complexity, accuracy, and fluency are the dependent ones. Results show how both L2 learners and native speakers display situational variation, but with clear differences amongst the two groups. Longitudinally, all L2 learners achieve some progress, even if manner and rate change from task to task and from learner to learner. The discussion of results provides some stimulating points to be addressed in future research
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Housen, Alex Dimensions of L2 Performance and Proficiency : Complexity, Accuracy and Fluency in SLA Amsterdam : John Benjamins Publishing Company,c2012 9789027213051
Subject Second language acquisition -- Research -- Methodology.;Language and languages -- Research -- Methodology.;Literacy -- Research
Electronic books
Alt Author Kuiken, Folkert
Vedder, Ineke