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020    9789027273260|q(electronic bk.) 
020    |z9789027213051 
035    (MiAaPQ)EBC1040791 
035    (Au-PeEL)EBL1040791 
035    (CaPaEBR)ebr10611429 
035    (CaONFJC)MIL420732 
035    (OCoLC)815668618 
040    MiAaPQ|beng|erda|epn|cMiAaPQ|dMiAaPQ 
050  4 P118 -- .D56 2012eb 
082 0  418.0072 
100 1  Housen, Alex 
245 10 Dimensions of L2 Performance and Proficiency :|bComplexity,
       Accuracy and Fluency in SLA 
264  1 Amsterdam :|bJohn Benjamins Publishing Company,|c2012 
264  4 |c©2012 
300    1 online resource (317 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
490 1  Language Learning & Language Teaching ;|vv.32 
505 0  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 
505 8  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 
505 8  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) 
505 8  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 
505 8  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 
520    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 
588    Description based on publisher supplied metadata and other
       sources 
590    Electronic reproduction. Ann Arbor, Michigan : ProQuest 
       Ebook Central, 2020. Available via World Wide Web. Access 
       may be limited to ProQuest Ebook Central affiliated 
       libraries 
650  0 Second language acquisition -- Research -- 
       Methodology.;Language and languages -- Research -- 
       Methodology.;Literacy -- Research 
655  4 Electronic books 
700 1  Kuiken, Folkert 
700 1  Vedder, Ineke 
776 08 |iPrint version:|aHousen, Alex|tDimensions of L2 
       Performance and Proficiency : Complexity, Accuracy and 
       Fluency in SLA|dAmsterdam : John Benjamins Publishing 
       Company,c2012|z9789027213051 
830  0 Language Learning & Language Teaching 
856 40 |uhttps://ebookcentral.proquest.com/lib/sinciatw/
       detail.action?docID=1040791|zClick to View