scholarly journals Analysing corpus-based criterial conjunctions for automatic proficiency classification

2016 ◽  
Vol 14 ◽  
pp. 215
Author(s):  
Ángeles Zarco-Tejada ◽  
Carmen Noya Gallardo ◽  
Mª Carmen Merino Ferradá ◽  
Isabel Calderón López
Keyword(s):  
Linguistic Features ◽  
Proficiency Levels ◽  
Lexical Choice ◽  
Proficiency Level ◽  
Cohesive Devices ◽  
L2 Learning ◽  
Proficiency Assessment ◽  
Proficiency Classification

The linguistic profiling of L2 learning texts can be taken as a model for automatic proficiency assessment of new texts. But proficiency levels are distinguished by many different linguistic features among which the use of cohesive devices can be a criterial element for level distinctions, either in the number of conjunctions used (quantitative) and/or in the type and variety of them (qualitative). We have carried such an analysis with a subgroup of the CLEC (CEFR-levelled English Corpus) using Coh-Metrix, a tool for computing computational cohesion and coherence metrics for written and spoken texts, but our results suggest that automatic proficiency level assessment needs a deeper examination of conjunctions that should rely on the analysis of conjunction-types use and conjunction varieties, with an analysis of lexical choice. A variable based on familiarity ranks could help to predict cohesive levels proficiencyoriented.

Automatic profiling of L2-simplified texts: Identifying discriminate features of linguistic proficiency

2018 ◽  
Vol 34 (3) ◽  
pp. 661-675
Author(s):  
Maria Angeles Zarco-Tejada
Keyword(s):  
Language Processing ◽  
Syntactic Complexity ◽  
Automatic Assessment ◽  
Linguistic Features ◽  
Proficiency Level ◽  
Proficiency Assessment ◽  
The Common ◽  
Proficiency Classification ◽  
Linguistic Proficiency ◽  
Level Identification

Abstract We describe the first wide results of the linguistic profiling of the Common European Framework of Reference (CEFR)-levelled English Corpus (CLEC), a corpus built up for Natural Language Processing purposes. The CLEC is a proficiency-levelled English corpus that covers A1, A2, B1, B2, and C1 CEFR levels and that has been built up to train statistic models for automatic proficiency assessment. We describe not only the main aspects of the corpus development but also display the linguistic features and the statistic results for levels A2, B1, and B2 written examples, carried out automatically. We show how raw text, lexical, morphosyntactic, or syntactic statistic outcomes can help to identify levels of proficiency, to test teaching materials accurate proficiency classification, to provide computable support to new text proficiency validation, and to specify level boundaries. In fact, upper levels strengthen proficiency by showing higher outcomes of lexical and syntactic complexity. This analysis validates the use of automatic tools for proficiency level identification based on lexical and syntactic data, whereas morphosyntactic features strengthen competence-level distinctions. Finally, we suggest that these results are a first step onto the CEFR-levelled automatic assessment of new texts.

An Analysis and Levelling of Reading Texts Across Arabic Textbooks Based on the CEFR Proficiency Levels

2021 ◽  
pp. 57-83
Author(s):  
Salwa Mohamed
Keyword(s):  
Language Proficiency ◽  
Reading Proficiency ◽  
Linguistic Features ◽  
Proficiency Levels ◽  
Comprehensive View ◽  
Proficiency Level ◽  
Textbook Series ◽  
The Uk ◽  
Different Levels ◽  
Reading Texts

This chapter analyses the reading content in four prominent Arabic textbook series that are widely used in the UK and USA to assess their reading proficiency progression. The reading texts in each series are analysed using the Dutch CEFR grid and assigned a level as per the CEFR proficiency scale. The findings reveal that there is a lack of consistency among the different textbook series with regards to how reading proficiency is construed at different levels, especially at the intermediate and higher levels. The chapter concludes by highlighting that Arabic material developers, textbook writers, and teachers would benefit from consulting a recognized and systematic reference of proficiency such as the CEFR in developing a comprehensive view of language proficiency in Arabic that includes defining common thematic areas, most needed and suitable functions, and relevant linguistic features for each language proficiency level.

scholarly journals AN ANALYSIS OF COHESION OF EXPOSITION TEXTS: AN INDONESIAN CONTEXT

2018 ◽  
Vol 7 (3) ◽  
pp. 515
Author(s):  
Emi Emilia ◽  
Nurfitri Habibi ◽  
Lungguh Ariang Bangga
Keyword(s):  
Systemic Functional Linguistics ◽  
Case Study Research ◽  
Written Language ◽  
High Achievers ◽  
Linguistic Features ◽  
Lexical Cohesion ◽  
Functional Linguistics ◽  
Cohesive Devices ◽  
Eleventh Graders ◽  
Flow Of Information

The paper reports on the results of a study aiming to investigate the cohesion of exposition texts written by eleventh graders of a school in Bandung, West Java, Indonesia. The study used a qualitative case study research design, especially text analysis, involving 32 students. In the interest of space, the paper will present the data obtained from six texts written by 6 students, representing low, mid, and high achievers. The texts were analyzed using systemic functional linguistics (SFL), especially in terms of schematic structure and linguistic features, especially those contributing to the cohesion of the texts, such as Theme progression and cohesive devices. The results show that all texts show students’ grasp and understanding of the schematic structure of an exposition, including thesis, argument, and restatement of the thesis. All texts also successfully use the zig-zag and the Theme reiteration patterns, which indicate the students’ emerging capacity to create a text with cohesion at the clause level. However, only texts written by high achievers employ the multiple Theme pattern, indicating the students’ emerging capacity to create a text with better sense of connectedness, unity, and flow of information at the global level. High achiever texts also employ discourse features which allow the reader to predict how the text will unfold and guide them to a line of understanding of a text as a whole. Moreover, in terms of cohesive devices, all texts use some simple cohesive devices—reference, lexical cohesion, and conjunction. It should be mentioned that all texts are rudimentary with some inappropriate word choices and grammatical problems. This suggests that the students still needed more guidance and time to do research on the topic in focus, to go through the process of writing as professional do, to allow them to create a better text with more elaboration and characteristics of written language with consistency and accuracy. It is recommended that further research on different perspectives and foci of analysis of different text types using systemic functional linguistics, with more representative samples, and studies on the teaching of writing be conducted.

scholarly journals Reading Strategies Used in Reading Academic Texts by Students of High and Intermediate Reading Proficiency Levels

K ta Kita ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 82-87
Author(s):  
Johan Setiawan ◽  
Nani Indrajani Tjitrakusuma
Keyword(s):  
Learning Process ◽  
Reading Strategies ◽  
Reading Skills ◽  
Reading Proficiency ◽  
Text Structure ◽  
English Department ◽  
Elaborative Interrogation ◽  
Proficiency Levels ◽  
Academic Texts ◽  
Proficiency Level

In this study, the reading strategies used by students of high and intermediate reading proficiency levels were qualitatively examined. Reading strategies are important factors that affect someone's reading proficiency. In the development of education, reading strategies are continuously carried out to facilitate the learning process and sharpen students' reading skills. The purpose of this study is to discover the reading strategies used by the English Department students with high and intermediate reading proficiency levels in reading academic texts. This study uses reading strategies theory by Grabe (2009) combined with the interview questions by Mokhtari and Reichard (2002) to examine the reading strategies of ten participants consisting of five people with high reading proficiency level and five other people with intermediate reading proficiency level. This study showed that students of high reading proficiency levels tend to use more reading strategies than students with intermediate reading proficiency level. The biggest difference is in the use of text-structure awareness and inferencing strategies. It indicates that the mastery of text structure is directly related to reading effectiveness. Without text structure awareness, other reading strategies such as summarizing, inferencing, and elaborative interrogation will be seriously disrupted. Keywords:  Reading Strategies, Academic Text, High Reading Proficiency Level, Intermediate Reading Proficiency Level

scholarly journals Does Proficiency Level Affect Learners’ Lexical Access in L1 and L2?

2021 ◽  
Vol 15 (1) ◽  
pp. 56-67
Author(s):  
Muzakki Bashori
Keyword(s):  
Lexical Access ◽  
Doctoral Degree ◽  
Degree Programs ◽  
Language Performance ◽  
Proficiency Levels ◽  
Paired Samples ◽  
Proficiency Level ◽  
Doctoral Degree Programs ◽  
Insignificant Difference ◽  
L1 And L2

Proficiency level is one important factor that contributes to learners’ language performance. Learners with higher proficiency levels tend to perform lexical access better and faster than those with lower proficiency. This study aims to investigate whether proficiency level affects lexical access in L1 and L2. The research involved seven Indonesian university students of master’s and doctoral degree programs at a university in the Netherlands who possess different proficiency levels. Two scrambled texts in the participants’ L1 and L2 were employed to test the participants. Meanwhile, the paired-samples t-test and correlation analysis were used to report the experiment. The results revealed an insignificant difference and a negative correlation between proficiency level and the number of errors and reading time. However, on average, the more proficient learners outperformed the less proficient, thus indicating that they may possess more complex lexical access in L1 and L2. Further studies are needed to provide other useful insights on this topic.

The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels

2020 ◽  
pp. 136216882092896
Author(s):  
Mostafa Zare ◽  
Zohreh Gooniband Shooshtari ◽  
Alireza Jalilifar
Keyword(s):  
Corrective Feedback ◽  
Structured Interview ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Feedback Type ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
High Preference ◽  
Oral Corrective Feedback ◽  
The Impact

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners’ willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers’ employment of explicit correction, recasts, and prompts, the learners’ willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners’ high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective feedback and proficiency level on willingness to communicate. Furthermore, elicitative types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.

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.

Research on the role of recasts in L2 learning

2020 ◽  
Vol 53 (3) ◽  
pp. 289-315
Author(s):  
Jaemyung Goo
Keyword(s):  
Empirical Studies ◽  
Corrective Feedback ◽  
Linguistic Features ◽  
Moderator Variables ◽  
L2 Learning ◽  
L2 Development ◽  
Scholarly Discussion ◽  
Negotiation For Meaning ◽  
Meta Analyses

With much empirical evidence of a beneficial role of interaction in second language (L2) development, researchers have become interested in investigating specific aspects of interaction (e.g., negotiation for meaning, corrective feedback (CF), modified output, noticing, etc.) that likely influence the extent to which interaction benefits L2 learning (Mackey, 2012; Mackey, Abbuhl, & Gass, 2012; Mackey & Goo, 2013; Gass & Mackey, 2015; Loewen & Sato, 2018). Among varied features of interaction, CF has been found to be quite effective at drawing learners' attention to L2 linguistic features during interaction, and has engendered much scholarly discussion of pivotal importance and numerous empirical studies on its potential for L2 development (see Russell & Spada, 2006; Mackey & Goo, 2007; S. Li, 2010*; Lyster & Saito, 2010*; Lyster, Saito, & Sato, 2013*; Brown, 2016*; Nassaji, 2016* for reviews and meta-analyses). Recasts, inter alia, have been at the center of most CF research and greatly explored with a view to understanding the nature of recasts, their characteristics (in various L2 learning contexts), their relative efficacy over other CF moves, and moderator variables that may mediate the effectiveness of recasts.

Gender agreement in L3 English by Basque/Spanish bilinguals

2013 ◽  
Vol 3 (4) ◽  
pp. 415-447 ◽  
Author(s):  
Ainara Imaz Agirre ◽  
María del Pilar García Mayo
Keyword(s):  
Head Noun ◽  
Control Group ◽  
Linguistic Features ◽  
Gender Agreement ◽  
Proficiency Levels ◽  
Oral Production ◽  
Attraction Effects ◽  
Nominal Agreement ◽  
And Gender ◽  
Spanish Bilinguals

This study investigates knowledge of the nominal agreement domain in L3 English by Basque/Spanish bilinguals. Gender agreement has been claimed to be an interpretable feature in English and could be claimed to be so for Basque, whereas Spanish shows uninterpretable gender agreement. Under current representational and computational accounts posited to explain variability in L2 learner production, interpretable features are acquirable. The participants in the present study (n=34) were Basque/Spanish bilinguals of two proficiency levels in English (intermediate and advanced) and a control group of English native speakers (n=17). They completed two oral production tasks (elicitation and picture narration tasks). Results from both tasks indicate that Basque/Spanish bilinguals seem to have acquired gender agreement in L3 English but still have production problems which could be explained on the basis of linguistic features (animacy) and gender attraction effects of the Spanish head noun as well as the different proficiency levels.

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