Spontane Taaldata en het Meten van Lexicale RIJKDOM I Tweede-taalverwerving

Increasing use of spontaneous speech data in second language re-search made it necessary to use other measures than tests for getting insight into the lexical richness of (spoken) text corpora of second language learners. In this article several lexical measures (types, TTR(c), Guiraud, logTTR, Uber, theoretical vocabulary) are examined and discussed. On the basis of several studies that the TTR is the worst measure possible, but the better measures (types, Guiraud, theoretical vocabulary) are problematic too. Next, the characteristics of the lexical measures are examined by means of a few simple computer simulations with hypothetical lexica. The outcome is mat neither the reliability, nor the validity of the different measures are satisfactory, especially with respect to the TTR.

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Spontane Taaldata En Het Meten Van Lexicale Rijkdom In Tweedetaalverwerving

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.32.07hou ◽

1988 ◽

Vol 32 ◽

pp. 108-122 ◽

Cited By ~ 4

Author(s):

Roeland van Hout ◽

Anne Vermeer

Keyword(s):

Second Language ◽

Language Learners ◽

Computer Simulations ◽

Second Language Learners ◽

Spoken Text ◽

Text Corpora ◽

Lexical Richness ◽

Language Research ◽

Speech Data ◽

Insight Into

Increasing use of spontaneous speech data in second language research made it necessary to use other measures than tests for getting insight into the lexical richness of (spoken) text corpora of second language learners. In this article several lexical measures (types, TTR, TTR(c), Guiraud, logTTR, Uber, theoretical vocabulary) are examined and discussed. On the basis of several studies that the TTR is the worst measure possible, but the better measures (types, Guiraud, theoretical vocabulary) are problematic too. Next, the characteristics of the lexical measures are examined by means of a few simple computer simulations with hypothetical lexica. The outcome is that neither the reliability, nor the validity of the different measures are satisfactory, especially with respect to the TTR.

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Fluency in monologic and dialogic task performance: Challenges in defining and measuring L2 fluency

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2016-9994 ◽

2016 ◽

Vol 54 (2) ◽

Cited By ~ 13

Author(s):

Parvaneh Tavakoli

Keyword(s):

Second Language ◽

Statistical Analysis ◽

Task Performance ◽

Language Learners ◽

Second Language Learners ◽

Language Fluency ◽

Research Findings ◽

Dialogic Performance ◽

Performance Challenges ◽

Insight Into

AbstractThe study reported in this paper challenges current models of measuring second language fluency by comparing monologic versus dialogic task performance, and providing a novel insight into the measurement of the interactive aspects of dialogic performance. The data that constitute 35 monologic and dialogic task performances from second language learners were coded using a battery of established measures known to tap different aspects of fluency, and subjected to statistical analysis to test for overlaps or differences. Interactive aspects of fluency in dialogue, e. g. interruptions, overlap and unclaimed between turn pauses were also investigated to compare with common measures of monologic speech. While the results confirm previous research findings suggesting that performance is in general statistically more fluent in a dialogue in terms of speed, length of pause and repair measures, they indicate that performances in the two modes are not different in terms of number and location of pauses. The analysis of the dialogues indicates that the decisions researchers make about measuring the interactive aspects of fluency would have an impact on the outcome of measurements of fluency. These findings highlight the need for developing a more systematic and reliable approach to measuring second language (L2) fluency.

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Review on Motivation of Second Language Learners in Class

Tobacco Regulatory Science ◽

10.18001/trs.7.5.1.199 ◽

2021 ◽

Vol 7 (5) ◽

pp. 4229-4233

Author(s):

Yi Xia

Keyword(s):

Second Language ◽

Foreign Language ◽

Learning Style ◽

Language Learners ◽

Classroom Environment ◽

Second Language Learners ◽

Teaching Practice ◽

Motivational Strategies ◽

The Relationship ◽

Insight Into

This paper will provide insight into motivation through the lenses of learning style, interaction and feedback. If the relationship between motivation and three factors are well understood, then the learning of second foreign language can be facilitated in the classroom. Motivational strategies also will be presented after each lens. At the end of the paper, it concludes with the limitations of these researches and specific implications such as classroom environment for further teaching practice.

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Translation in Light of Bilingual Mental Lexicon: A Psycholinguistic Approach

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.7n.3p.165 ◽

2018 ◽

Vol 7 (3) ◽

pp. 165

Author(s):

Congmin Zhao

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learners ◽

Language Use ◽

Second Language Learners ◽

First Language ◽

Mental Lexicon ◽

Insight Into

This paper gives insight into the translating process of second language learners in language use in light of the mechanism of bilingual mental lexicon. Structure and development of second language mental lexicon explains the existence of first language items and translation equivalents. Conversely translation can promote the construction of second language mental lexicon and ultimately second language acquisition.

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