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Dimensions of L2 performance and proficiency : complexity, accuracy and fluency in SLA

Dimensions of L2 performance and proficiency : complexity, accuracy and fluency in SLA (3회 대출)

자료유형
단행본
개인저자
Housen, Alex, 1964-. Kuiken, Folkert, 1953-. Vedder, Ineke.
서명 / 저자사항
Dimensions of L2 performance and proficiency : complexity, accuracy and fluency in SLA / edited by Alex Housen, Folkert Kuiken, Ineke Vedder.
발행사항
Amsterdam ;   Philadelphia :   John Benjamins Pub. Co.,   c2012.  
형태사항
xii, 305 p. : ill. ; 24 cm.
총서사항
Language learning & language teaching ;v. 32
ISBN
9789027213051 (alk. paper) 9789027213068 (pbk. : alk. paper) 9789027273260 (ebk.)
서지주기
Includes bibliographical references and index.
일반주제명
Second language acquisition --Research --Methodology. Language and languages --Research --Methodology. Literacy --Research.
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245 0 0 ▼a Dimensions of L2 performance and proficiency : ▼b complexity, accuracy and fluency in SLA / ▼c edited by Alex Housen, Folkert Kuiken, Ineke Vedder.
260 ▼a Amsterdam ; ▼a Philadelphia : ▼b John Benjamins Pub. Co., ▼c c2012.
300 ▼a xii, 305 p. : ▼b ill. ; ▼c 24 cm.
490 1 ▼a Language learning & language teaching ; ▼v v. 32
504 ▼a Includes bibliographical references and index.
650 0 ▼a Second language acquisition ▼x Research ▼x Methodology.
650 0 ▼a Language and languages ▼x Research ▼x Methodology.
650 0 ▼a Literacy ▼x Research.
700 1 ▼a Housen, Alex, ▼d 1964-.
700 1 ▼a Kuiken, Folkert, ▼d 1953-.
700 1 ▼a Vedder, Ineke.
830 0 ▼a Language learning & language teaching; ▼v v. 32.
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 418.0072 D582 등록번호 111805287 도서상태 대출중 반납예정일 2021-12-13 예약 예약가능 R 서비스 M

컨텐츠정보

목차

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 -- 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 -- 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) -- 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 Resea.
rch 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 -- 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 -- .

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