Linguistic Proficiency Assessment in Second Language Acquisition Research: The Elicited Imitation Task

2016 ◽  
Vol 66 (2) ◽  
pp. 419-447 ◽  
Author(s):  
Stéphanie Gaillard ◽  
Annie Tremblay
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Elicited Imitation ◽  
Proficiency Assessment ◽  
Linguistic Proficiency

SLA developmental stages in the CEFR-related learner corpus MERLIN

2020 ◽  
Vol 6 (1) ◽  
pp. 1-37
Author(s):  
Katrin Wisniewski
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Developmental Stages ◽  
Proficiency Levels ◽  
Learner Corpus ◽  
Linguistic Evidence ◽  
Proficiency Assessment ◽  
The Common ◽  
Assessment Research

Abstract Little is known about the link between Second Language Acquisition (SLA) developmental stages (Pienemann 1998) and the Common European Framework of Reference (CEFR) proficiency levels. Therefore, this study examines the inversion (INV) and verb-end (VEND) stages in L2 German MERLIN texts rated B1 (N = 104) or A2 (N = 32). Two acquisition criteria are applied to individual texts (emergence, Pienemann 1998; 75%-correct, Ellis 1989) and combined with analyses of texts grouped at CEFR levels. Results suggest links between developmental stages and CEFR levels: VEND was emerged in 44% of B1 texts, while most A2 texts did not contain VEND. Many B1 texts (61.5%), but only 37.5% of A2 texts showed emergence of INV. However, analyses also revealed persisting problems with INV accuracy at B1. More generally, the study points out shared challenges for Learner Corpus Research, SLA, and proficiency/assessment research related to the availability of linguistic evidence in learner texts.

The development of lexical complexity in second language acquisition

2015 ◽  
Vol 15 ◽  
pp. 69-94 ◽  
Author(s):  
Bastien De Clercq
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cross Sectional ◽  
Lexical Diversity ◽  
French And English ◽  
Multilingual Corpus ◽  
Lexical Complexity ◽  
Four Levels ◽  
Linguistic Proficiency

The development of lexical complexity in second language acquisition has received a considerable amount of attention in applied linguistics research. Many studies have examined the role of lexical diversity, sophistication and density as indicators of L2 proficiency. Few studies, though, have considered the development of lexical complexity from an explicitly cross-linguistic perspective. This article reports on an explorative, cross-linguistic study on the development of lexical diversity, sophistication and density in L2 French and English at four levels of linguistic proficiency. Additionally, the study proposes a number of alternative measures tapping into collocational knowledge and lexical sophistication. The analyses were carried out on a cross-sectional, multilingual corpus of L2 French and English consisting of oral narrative data. The results show a similar development of lexical diversity in L2 French and English, but considerably different developmental tendencies in terms of sophistication and density. The concluding sections discuss possible explanations for these differences and consequences for the measurement of linguistic proficiency.

scholarly journals Verb placement in second language acquisition: Experimental evidence for the different behavior of auxiliary and lexical verbs

2011 ◽  
Vol 32 (4) ◽  
pp. 821-858 ◽  
Author(s):  
JOSJE VERHAGEN
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Experimental Evidence ◽  
Production Data ◽  
L2 Acquisition ◽  
Elicited Imitation ◽  
Grammatical Knowledge ◽  
Verb Placement ◽  
Sentence Matching

ABSTRACTThis study investigates the acquisition of verb placement by Moroccan and Turkish second language (L2) learners of Dutch. Elicited production data corroborate earlier findings from L2 German that learners who do not produce auxiliaries do not raise lexical verbs over negation, whereas learners who produce auxiliaries do. Data from elicited imitation and sentence matching support this pattern and show that learners can have grammatical knowledge of auxiliary placement before they can produce auxiliaries. With lexical verbs, they do not show such knowledge. These results present further evidence for the different behavior of auxiliary and lexical verbs in early stages of L2 acquisition.

scholarly journals Interação entre diferenças individuaise efeitos de instrução explícita sobre entoação em espanhol/L2

2020 ◽  
Vol 73 (1) ◽  
pp. 391-408
Author(s):  
Rhanya Rafaella Rodrigues ◽  
Elena Ortiz Preuss
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Sentence Production ◽  
Attention Control ◽  
Control Test ◽  
Linguistic Proficiency ◽  
Comprehension Tests

Researchers have debated the need to consider the effects of interaction between pedagogical conditions and individual differences (IDs) on the process of second language acquisition (SLA) (AUTHOR; SANZ, 2016; SANZ; SERAFINI, 2018). Therefore, this study was developed to analyze the interaction between pedagogical conditions and IDs in the acquisition of declarative and interrogative utterances in Spanish / L2. For data analysis, three instruments were used: i) a questionnaire of historical and linguistic proficiency; ii) an attention control test; iii) sentence production and perception/comprehension tests of comprehension and production of sentences. In total, the study had 10 participants. The results showed that age and skills domain are variables that seem to have influenced the performance of participants.

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