The relationship between lexical competence, collocational competence, and second language proficiency

2011 ◽  
Vol 4 (1) ◽  
pp. 113-145 ◽  
Author(s):  
Déogratias Nizonkiza
Keyword(s):  
Second Language ◽  
Proficiency Testing ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Vocabulary Test ◽  
L2 Proficiency ◽  
Second Language Proficiency ◽  
Lexical Competence ◽  
The University ◽  
The Relationship

This paper assesses the relationship between EFL proficiency, lexical competence, and collocational competence (cf. Meara 1996; Pawley & Syder 1983; Read 1993, 1997, 2000; Bonk 2001). Two paper-based tests, a proficiency test and a vocabulary test, were presented to English majors at the University of Burundi. Scores on both tests significantly correlate and distinguish between levels. This confirms that lexical competence is a reliable predictor of L2 proficiency, which strengthens and extends earlier findings (Meara 1996; Bonk 2001; Gyllstad 2005, 2007; Zareva et al. 2005). Furthermore, mastery of collocations is found to be related to frequency and to predict lexical competence. Thus, the findings of this study underline earlier indications that proficiency testing may be simplified.

scholarly journals Role of Self-Efficacy in Learning English as a Second language: A Comparative Study among ESL Learners in Pakistan

2019 ◽  
Vol 12 (1) ◽  
pp. 1163-1167
Author(s):  
Muhammad Saleem Rana ◽  
Muhammad Irfan Rai ◽  
Muhammad Zubair ◽  
Noor Muzammil
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Language Learner ◽  
Statistical Program ◽  
The University ◽  
Esl Learners ◽  
The Relationship

This article looks into the competence of second language acquisition investigating that how a language learner does learn English as a second language effectively by using his own abilities.Many studies have examined the function of Self-Efficacy in academic achievement, though as Pajares (2000) mentioned the relation of language achievement and Self-Efficacy has not been studied well and there has been small research in this regard. This made the researcher to investigate the relationship between Pakpattan ESL learners' language achievements and their Self-Efficacy. It also studies the variations of ESL learners’ Self-Efficacy and their majors. Besides, it explores the differences between ESL learners' majors and their language achievements. Population of this study was 200 ESL learners of The University of Lahore Pakpattan campus but 60 ESL learners from different departments of The University of Lahore Pakpattan campus selected for the sample of present study in order to measure ESL learners' language proficiency. Different types of tests applied for its measurement. A questionnaire was prepared and conducted. Computer statistical program SPSS XXII was used for statistics. Literature were reviewed and the work cited mentioned as well.

The Relationship Between Controlled Productive Collocational Competence and L2 Proficiency

2010 ◽  
Vol 84-85 ◽  
pp. 29-37 ◽  
Author(s):  
Déogratias Nizonkiza
Keyword(s):  
Crucial Role ◽  
Proficiency Test ◽  
L2 Proficiency ◽  
Proficiency Level ◽  
Vocabulary Growth ◽  
L2 Learners ◽  
Established Relationship ◽  
Low Levels ◽  
The University ◽  
The Relationship

This paper assesses the extent to which L2 learners' controlled productive collocational knowledge increases with proficiency level, and the extent to which controlled produc-tive collocational knowledge of L2 learners changes across word frequency levels. A proficiency test and a collocation test modelled after Laufer & Nation (1999) were administered to English majors at the University of Burundi. The results of the study suggest that controlled productive collocational knowledge develops alongside L2 proficiency without significant gains at low levels. This empirically supports Laufer's (1998) observation that productive vocabulary growth is slow in the first years and gains momentum later and strengthens the established relationship between productive collocation knowledge and L2 proficiency (Gitsaki, 1999; Bonk, 2001). Moreover, the study highlights the crucial role played by frequency in knowing words (cf. Nation & Beglar, 2007).

The Interaction Between Type of Contact and Type of Instruction: Some Effects on the L2 Proficiency of Adult Learners

1986 ◽  
Vol 8 (2) ◽  
pp. 181-199 ◽  
Author(s):  
Nina Spada
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Proficiency ◽  
Test Scores ◽  
Language Contact ◽  
Combined Effects ◽  
L2 Proficiency ◽  
Second Language Proficiency ◽  
Post Test ◽  
Class Room

This paper reports the results of a study which investigated (a) the separate effects that differences in learners' contact can have on various aspects of proficiency, and (b) the combined effects that differences in informal contact and instructional variation can have on improvement in proficiency. Forty-eight adult learners from three intermediate-level ESL classes participated in the study.To measure differences in learners' informal contact, a language contact questionnaire was administered. The results revealed both quantitative and qualitative differences in learners' out-of-class contact with the second language. When these differences were examined in relation to learners' performance on seven proficiency measures, correlational analysis revealed that while learners' performance on some measures was related to differences in amount of contact, it was related on other measures to differences in type of contact.To determine whether differences in contact interacted with instructional variation to produce differences in improvement in proficiency, learners' pre-and post-test scores were examined in relation to contact and class in an analysis of co-variance. The results indicated that learners' informal contact interacted with differences in instruction to produce variation in improvement on two proficiency measures.The findings are discussed in relation to the need for more class-room-centered research to investigate both the separate and combined effects of learner and instructional variables on second language proficiency.

ATLAS: COMPUTERISED SECOND LANGUAGE PROFICIENCY TESTING

1996 ◽  
Vol 9 (4) ◽  
pp. 359-366 ◽  
Author(s):  
Katrien Troubleyn ◽  
Kathleen Heireman ◽  
Ann Van Walle
Keyword(s):  
Second Language ◽  
Proficiency Testing ◽  
Language Proficiency ◽  
Second Language Proficiency

scholarly journals Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners

2013 ◽  
Vol 36 (2) ◽  
pp. 437-461 ◽  
Author(s):  
KATHLEEN F. PEETS ◽  
ELLEN BIALYSTOK
Keyword(s):  
Second Language ◽  
Standardized Tests ◽  
Language Proficiency ◽  
Academic Discourse ◽  
Bilingual Children ◽  
Linguistic Features ◽  
Second Language Proficiency ◽  
Standardized Measures ◽  
The Relationship

ABSTRACTThis study examined the relationship between performance on standardized measures of language proficiency and conversational measures of the same features used in academic discourse among 24 monolingual and 25 bilingual kindergarteners. Academic discourse performance was considered for both its linguistic and its genre features in two discourse forms: narrative and explanation. Bilinguals performed more poorly than monolinguals on standardized measures of language proficiency, yet they performed similarly to monolinguals in the discourse-based linguistic and genre features. Moreover, genre features were more strongly related to linguistic features assessed through discourse than to standardized tests of these same features. These findings indicate that standardized measures of language proficiency underrepresent the abilities of bilingual children and that children's second language proficiency may be more accurately reflected in conversation.

LANGUAGE APTITUDE AND SECOND LANGUAGE PROFICIENCY IN CLASSROOM LEARNERS OF DIFFERENT STARTING AGES

1997 ◽  
Vol 19 (3) ◽  
pp. 379-400 ◽  
Author(s):  
Birgit Harley ◽  
Doug Hart
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Positive Relationship ◽  
French Immersion ◽  
Language Aptitude ◽  
Second Language Proficiency ◽  
Main Hypothesis ◽  
Immersion Programs ◽  
The Relationship ◽  
Analytical Dimension

This empirical study investigates the relationship between language aptitude components and second language (L2) outcomes among learners whose intensive L2 exposure began at different ages. The learners in this study are 65 11th-grade students in continuing early and late French immersion programs. Evidence is found to support the main hypothesis that in late immersion starting in adolescence there will be a positive relationship between L2 outcomes and an analytical dimension of language aptitude, whereas in early immersion beginning in grade 1 a positive relationship will hold between L2 outcomes and memory ability. A further hypothesis that early immersion students will have higher language aptitude as a result of their early L2 exposure is not supported by the findings.

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