Chapter 14. An ISLA perspective on L2 learning through writing

2020 ◽  
pp. 335-356
Author(s):  
Rosa M. Manchón ◽  
Ronald P. Leow
Keyword(s):  
L2 Learning

Beyond Age Effects in Instructional L2 Learning

2017 ◽  
Author(s):  
Simone E. Pfenninger ◽  
David Singleton
Keyword(s):  
Age Effects ◽  
L2 Learning

scholarly journals Verb valency in interlanguage: An extension to valency theory and new perspective on L2 learning

2020 ◽  
Vol 56 (2) ◽  
pp. 339-363
Author(s):  
Qianying Zhao ◽  
Jingyang Jiang
Keyword(s):  
Probability Distributions ◽  
Specific Property ◽  
Distribution Functions ◽  
Target Language ◽  
Native Languages ◽  
Language Competence ◽  
English Writing ◽  
Chinese Learners ◽  
L2 Learning ◽  
New Perspective

AbstractValency theory has been applied to investigate various languages, such as German, Chinese and English. However, most studies in this field were based on the linguistic materials produced by native speakers. The current research aimed to examine the valency structures in the interlanguage. Based on the English writing produced by L2 Chinese learners, we adopted the quantitative approach, trying to find out whether the distributional features of verb valency in the interlanguage also had regular probability distributions as those in the native languages, and whether there was a relationship between these valency distributional characteristics and L2 learners’ language competence. It was found that (1) verb valency in the interlanguage followed distributional regularities which had been identified in the native languages; (2) the valency features showed differences in the diversity of valency patterns, the use of valences and the complexity of forms of complements between the interlanguage and the target language; (3) the distribution functions and parameters related to verb valency could manifest the development of students’ language competence. The current research has extended valency theory to the study of interlanguage and the valency perspective has profound methodological and pedagogical implications for L2 learning. Its item-specific property and the integration of grammatical and lexical factors are conducive to analyzing the way various words combine with each other.

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