scholarly journals Lexicalization and Complexity in Economic Community of West African States (ECOWAS) Peacekeeping Agreements

2019 ◽  
Vol 1 (3) ◽  
pp. 85-99
Author(s):  
Vivien Bello-Osagie ◽  
Prof. Nwogu N. Kevin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Writing Development ◽  
West African ◽  
Economic Community ◽  
Linguistic Complexity ◽  
Web Based ◽  
Lexical Complexity ◽  
Lexical Density

The paper seeks to establish the level of lexical complexity in the discourse of Economic Community of West African States (ECOWAS) peacekeeping agreements (EPKA) and to describe the lexical strategies through which the observed complexity is created. Many studies on linguistic complexity focus on second language acquisition, assessment and writing development. But, this article focuses on lexical choices that create complexity capable of hindering reader’s comprehension. It utilizes quantitative and qualitative designs in its analysis of corpus which consists of ten purposively selected EPKA texts. The data are analysed using Web-based Lexical Complexity Analyzer. The findings indicate that the language of the EPKA is complex. The complexity is attributed to high lexical density, lengthy words and long sentences in the corpus. Also, a large proportion of words in the corpus are redundant and vague. It is hoped that this article provides information about the lexical choices needed to improve the discourse of peacekeeping agreements.

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.

Complexity in Instructed Heritage Language Acquisition

2021 ◽  
Vol 18 (3) ◽  
pp. 1-20
Author(s):  
Julio Torres
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Heritage Language ◽  
Lessons Learned ◽  
Language Experience ◽  
Gender Assignment ◽  
Linguistic Complexity ◽  
Language Studies

Abstract In this article, I reflect on the role of linguistic complexity in instructed heritage language (HL) acquisition by specifically examining morphosyntactic linguistic complexity as it relates to factors such as transparency, saliency, and communicative value. First, I critically evaluate previous proposals on linking formal HL studies to pedagogy by arguing that learning in instructed contexts is a complex task that requires research on a number of variables including linguistic complexity. Second, I summarize the lessons learned in the field of instructed second language acquisition with regard to complexity in additional language learning. Third, by reviewing an empirical study on the development of Spanish gender assignment and agreement in writing, I provide a few arguments for investigating the interplay between linguistic complexity and the prior language experience that HL learners bring into the learning environment. Informed by findings from instructed second language studies, I propose that instructed HL studies also examine how linguistic complexity is potentially interwoven with type of instruction and individual differences.

A simple view of linguistic complexity

2014 ◽  
Vol 31 (1) ◽  
pp. 117-134 ◽  
Author(s):  
Gabriele Pallotti
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Research Synthesis ◽  
Linguistic Complexity ◽  
Knowledge Accumulation ◽  
Simple View ◽  
Developmental Dynamics ◽  
Cognitive Cost

Although a growing number of second language acquisition (SLA) studies take linguistic complexity as a dependent variable, the term is still poorly defined and often used with different meanings, thus posing serious problems for research synthesis and knowledge accumulation. This article proposes a simple, coherent view of the construct, which is defined in a purely structural way, i.e. the complexity directly arising from the number of linguistic elements and their interrelationships. Issues of cognitive cost (difficulty) or developmental dynamics (acquisition) are explicitly excluded from this theoretical definition and its operationalization. The article discusses how the complexity of an interlanguage system can be assessed based on the limited samples with which SLA researchers usually work. For the areas of morphology, syntax and the lexicon, some measures are proposed that are coherent with the purely structural view advocated, and issues related to their operationalization are critically scrutinized.

The use of web questionnaires in second language acquisition and bilingualism research

2010 ◽  
Vol 26 (1) ◽  
pp. 103-123 ◽  
Author(s):  
Rosemary Wilson ◽  
Jean-Marc Dewaele
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Data Collection ◽  
Ecological Validity ◽  
Web Based ◽  
Research Designs ◽  
Potential Benefits ◽  
Traditional Approaches ◽  
Paper Method

The present article focuses on data collection through web questionnaires, as opposed to the traditional pen-and-paper method for research in second language acquisition and bilingualism. It is argued that web questionnaires, which have been used quite widely in psychology, have the advantage of reaching out to a larger and more diverse pool of potential participants, which may increase the ecological validity of the resulting database. After considering some issues raised in debates on the strengths and weaknesses of traditional approaches to data collection through questionnaires as opposed to web-based questionnaires, we present two case studies of research designs based on online questionnaires, that is, the bilingualism and emotions questionnaire (Dewaele and Pavlenko, 2001/03) and the feelings questionnaire (Wilson, 2008). We reflect on the issue of participant self-selection and conclude that the potential benefits of web-based questionnaires can outweigh their limitations.

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