Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency

System ◽  
2005 ◽  
Vol 33 (4) ◽  
pp. 547-562 ◽  
Author(s):  
Alla Zareva
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Knowledge Assessment ◽  
Lexical Knowledge

Using lexical indices to predict produced and not produced words in second language learners

2010 ◽  
Vol 5 (1) ◽  
pp. 115-147 ◽  
Author(s):  
Scott Crossley ◽  
Tom Salsbury
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Word List ◽  
Word Production ◽  
Word Knowledge ◽  
Lexical Knowledge ◽  
Data Set ◽  
Discriminant Function Analyses

The paper explores how linguistic indices related to lexical networks and psycholinguistic models of lexical knowledge can be used to predict produced and not produced words in second language (L2) speakers. Two hypotheses are tested in this study. The first addresses how lexical properties thought to be important in word knowledge interrelate with word production. The second addresses which lexical properties are most predictive of word production. To test these hypotheses, a set of 45 frequent nouns and verbs produced by L2 learners were collected. A comparison word list of 45 frequent nouns and verbs produced by native speakers, but not found in the L2 data set were also collected. Polysemy and hypernymy values from the WordNet database along with word meaningfulness, concreteness, familiarity, and imagability values from the MRC Psycholinguistic Database and frequency values from SUBTLEXus were collected for each word. ANOVA analyses of variance and discriminant function analyses were conducted for each data set to examine which lexical indices discriminated between produced and not produced words and how these indices interrelated. The results of the noun analysis indicate that produced nouns are more frequent, more meaningful, and more familiar than not produced nouns. Results from the verb analysis show that produced verbs are more frequent, more meaningful, less specific, and more familiar than not produced verbs. These findings provide evidence for the importance of word properties in lexical production.

Mustafa op de Mavo

1985 ◽  
Vol 22 ◽  
pp. 65-72
Author(s):  
René Appel
Keyword(s):  
Second Language ◽  
Secondary Education ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Minority Groups ◽  
Linguistic Minority ◽  
Communicative Skills ◽  
Cognitive Academic Language Proficiency ◽  
Dutch Language

In this article the results of an explorative study of the Dutch language proficiency of advanced second-language learners are presented. The proficiency in Dutch of a group of 17 students from non-indigeneous linguistic minority groups was compared with the Dutch proficiency of 17 native age-mates. In each group, 16 of the 17 students went to a 'MAV0', an intermediate level of secondary education. Their Dutch language skills were measured by analyzing spontaneous language samples and by administering some tests. In general, the second-language learners (the A-group) were shown to have a lower Dutch language proficiency than the native students (the N-group), and especially with respect to their scores on the tests. It was tentatively concluded that the students from the Α-group had a Dutch language deficiency in the area of Cognitive Academic Language Proficiency. Their Basic Interpersonal Communicative Skills (the concepts CALP and BICS are borrowed from Cummins' theoretical framework) were more or less similar to the skills of native Dutch students. Students from linguistic minority groups might succeed in higher levels of secondary education if their CALP were brought to a higher level, since CALP correlates strongly with the kind of language proficiency demanded in school.

Creating an Online Assessment Test for Heritage Learners of Russian

2012 ◽  
Vol 9 (2) ◽  
pp. 222-244 ◽  
Author(s):  
Julia Titus
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Heritage Learners ◽  
Linguistic Performance ◽  
Testing Tools ◽  
Starting Point ◽  
Grammar Tests ◽  
Traditional Grammar

This paper examines the differences between second-language learners and heritage learners of Russian in terms of their linguistic performance, a finding supported by current research (Andrews, 2001; Kagan & Dillon, 2001/2003), examines the implications of these differences for the creation of testing tools, and offers a sample of a test designed for the author’s Russian for Heritage Learners course. Also discussed are the drawbacks of applying traditional grammar tests created for second-language classes to heritage-language-classroom settings and the inability of these types of tests to reflect the unique language strengths of heritage learners. The American Council on the Teaching of Foreign Language proficiency guidelines are suggested as a starting point in creating an assessment test for heritage learners.

Cognitive, linguistic, and contextual factors in Norwegian second language learner's narrative production

2015 ◽  
Vol 37 (5) ◽  
pp. 1117-1145 ◽  
Author(s):  
JANNICKE KARLSEN ◽  
ESTHER GEVA ◽  
SOLVEIG-ALMA LYSTER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Contextual Factors ◽  
Kindergarten Children ◽  
Book Reading ◽  
Cognitive Linguistic ◽  
Narrative Production ◽  
Books In The Home

ABSTRACTThe present study investigated the contribution of cognitive, linguistic, and contextual factors to the narrative production of Norwegian second language learners. We assessed cognitive ability and first and second language proficiency in 66 kindergarten children with Urdu/Punjabi as their first language. Number of children's books in the home and time spent in kindergarten were treated as contextual factors. Oral narration was assessed in Grade 1. A series of fixed-order hierarchical regression analyses displayed a complex relationship among cognitive, linguistic, and contextual factors and various facets of narrative production of young second language learners; nonverbal ability and books in the home predicted the mastering of story (macro)structure, while linguistic (vocabulary and grammar) and both contextual variables predicted microaspects of narrative proficiency. The results suggest that combining home book reading practices, kindergarten attendance, and second language interventions might improve language minority children's narrative production and chances of school success.

Embodied Cognition Processing and Representation of Power Words by Second Language Learners with Different Proficiency levels

2016 ◽  
Vol 39 (4) ◽  
Author(s):  
Wang Qian
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
English Learners ◽  
Second Language Learners ◽  
The Body ◽  
Space Representation ◽  
Metaphorical Thinking ◽  
Level 3 ◽  
Different Levels

AbstractConceptual Metaphor Theory believes that sensorimotor information should be an integral element in representing abstract concepts and can be activated as the way of abstract conceptual processing. Metaphor can be a bridge between the abstract concept of power and the body perception experience since embodiment serves as a basis for metaphorical thinking. Using E-PRIME experimentation, the present study investigated the features in vertical space representation of English power words of second language learners with different levels of proficiency. The statistics indicated that: 1) For such learners, the representation of power words would trigger the vertically spatial metaphor, which brings about “word-space” interaction effect, 2) Chinese English learners with different levels in L2 demonstrate stronger representation abilities in L1 than that of L2, regardless of their L2 proficiency level. 3) Learners’ second language proficiency exerts influence upon the representation of the English power words.

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