Validating Language Proficiency Assessments in Second Language Acquisition Research

2016 ◽  
Author(s):  
Anastasia Drackert
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency

Motivational and cultural correlates of second language acquisition

2008 ◽  
Vol 31 (2) ◽  
pp. 17.1-17.22 ◽  
Author(s):  
Baohua Yu ◽  
David A. Watkins
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Chinese Culture ◽  
Chinese Language ◽  
Language Anxiety ◽  
Student Group ◽  
Asian Student ◽  
Student Groups

The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed. The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.

scholarly journals Age and Second Language Acquisition in Adulthood: The Learning Experiences and Perceptions of Women Immigrants

1999 ◽  
Vol 16 (2) ◽  
pp. 01 ◽  
Author(s):  
Wendy Wang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Adult Learners ◽  
Language Proficiency ◽  
Classroom Practice ◽  
Age Of Onset ◽  
L2 Acquisition ◽  
Language Curriculum ◽  
The Social

Although considerable evidence indicates that age of onset for second language acquisition is related to second-language proficiency outcomes among adult learners Jew studies have actually looked at how adult learners of different ages experience and perceive second language acquisition. This study presents 30 women immigrant learners' accounts of their experiences and perceptions of learning English as a second language in the Canadian context. Findings from this study reveal the complexity of adult L2 acquisition, which involves factors pertaining not only to the learners themselves, but also to the social context in which the second language is learned. Implications of these findings are discussed in relation to the second language curriculum development and classroom practice.

"Die wat Betekent Die?"

2001 ◽  
Vol 65 ◽  
pp. 123-135
Author(s):  
Jeanine Deen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Relative Distribution ◽  
Interaction Data ◽  
Negotiation Of Meaning ◽  
Nonnative Speaker

In conversations between native and nonnative speakers, problems in understanding may occur quite frequently. If one of the speakers tries to repair the trouble, negotiation of meaning will take place. This article describes the roles native and nonnative speakers of Dutch play in negotiating meaning in informal and institutional conversations and the influence of language proficiency and setting on the role distribution. Interaction data were used from a large longitudinal adult second language acquisition project (Perdue, 1993a/b). The relative distribution of the three main negotiation moves (trouble indicators, trouble clarifications and confirmation checks) showed that asymmetry occurs in both types of conversation at all three moments of measurement indicating that language proficiency is indeed a factor causing asymmetry (c.f. Deen, 1997). The nonnative speaker and the native speaker held complementary roles, the former mainly indicating trouble and the latter clarifying and checking. The influence of setting on the asymmetry was less clear because there was little difference between the two settings. The semi-authenticity of the data may partly explain this outcome. Furthermore, it could be shown that the use of confirmation checks by the native speaker could be an indicator of dominance but only when there is competition between the two speakers.

scholarly journals Maturational Constraints on the Recruitment of Early Processes for Syntactic Processing

2011 ◽  
Vol 23 (10) ◽  
pp. 2752-2765 ◽  
Author(s):  
Eric Pakulak ◽  
Helen J. Neville
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Language Processing ◽  
Native Speakers ◽  
Native Speaker ◽  
Syntactic Processing ◽  
Neural Organization ◽  
Anterior Negativity

An enduring question in the study of second-language acquisition concerns the relative contributions of age of acquisition (AOA) and ultimate linguistic proficiency to neural organization for second-language processing. Several ERP and neuroimaging studies of second-language learners have found that neural organization for syntactic processing is sensitive to delays in second-language acquisition. However, such delays in second-language acquisition are typically associated with lower language proficiency, rendering it difficult to assess whether differences in AOA or proficiency lead to these effects. Here we examined the effects of delayed second-language acquisition while controlling for proficiency differences by examining participants who differ in AOA but who were matched for proficiency in the same language. We compared the ERP response to auditory English phrase structure violations in a group of late learners of English matched for grammatical proficiency with a group of English native speakers. In the native speaker group, violations elicited a bilateral and prolonged anterior negativity, with onset at 100 msec, followed by a posterior positivity (P600). In contrast, in the nonnative speaker group, violations did not elicit the early anterior negativity, but did elicit a P600 which was more widespread spatially and temporally than that of the native speaker group. These results suggest that neural organization for syntactic processing is sensitive to delays in language acquisition independently of proficiency level. More specifically, they suggest that both early and later syntactic processes are sensitive to maturational constraints. These results also suggest that late learners who reach a high level of second-language proficiency rely on different neural mechanisms than native speakers of that language.

Language Testing-SLA Research Interfaces

1988 ◽  
Vol 9 ◽  
pp. 193-209 ◽  
Author(s):  
Lyle F. Bachman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Applied Linguistics ◽  
Language Testing ◽  
Second Language Proficiency ◽  
Stage Of Development ◽  
Longitudinal View

Language testing [LT] research and second language acquisition [SLA] research are often seen as distinct areas of inquiry in applied linguistics. To oversimplify slightly, SLA research takes a longitudinal view, concerning itself primarily with the description and explanation of how second language proficiency develops, while LT research typically observes a “slice of life”, and attempts to arrive at a more or less static description of language proficiency at a given stage of development.

scholarly journals Second Language Acquisition and the Mastery of Discourse Connectives: Assessing the Factors That Hinder L2-Learners from Mastering French Connectives

Languages ◽  
2020 ◽  
Vol 5 (3) ◽  
pp. 35 ◽  
Author(s):  
Mathis Wetzel ◽  
Sandrine Zufferey ◽  
Pascal Gygax
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Cognitive Complexity ◽  
Native Speakers ◽  
Control Group ◽  
Minor Role ◽  
L2 Learners ◽  
Discourse Connectives

Even though the mastery of discourse connectives represents an important step toward reaching high language proficiency, it remains highly difficult for L2-learners to master them. We conducted an experiment in which we tested the mastery of 12 monofunctional French connectives conveying six different coherence relations by 151 German-speaking learners of French, as well as a control group of 63 native French speakers. Our results show that the cognitive complexity of the coherence relation and connectives’ frequency, both found to be important factors for native speakers’ connective mastery, play a minor role for the mastery by non-native speakers. Instead, we argue that two specific factors, namely the connectives’ register and meaning transparency, seem to be more predictive variables. In addition, we found that a higher exposure to print in L1, correlates with a better mastery of the connectives in L2. We discuss the implications of our findings in the context of second language acquisition.

Motivational and cultural correlates of second language acquisition

2008 ◽  
Vol 31 (2) ◽  
pp. 17.1-17.22 ◽  
Author(s):  
Baohua Yu ◽  
David A. Watkins
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Chinese Culture ◽  
Chinese Language ◽  
Language Anxiety ◽  
Student Group ◽  
Asian Student ◽  
Student Groups

The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed.The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.

The effect of bilingualism on cognitive ability: A test of the level of bilingualism hypothesis

1995 ◽  
Vol 16 (3) ◽  
pp. 293-308 ◽  
Author(s):  
Lorna H. Jarvis ◽  
Joseph H. Danks ◽  
William E. Merriman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Ability ◽  
Language Proficiency ◽  
Cognitive Abilities ◽  
General Intelligence ◽  
Verbal Intelligence ◽  
Mexican Spanish ◽  
Second Language Proficiency

ABSTRACTDoes bilingualism facilitate the development of cognitive abilities, and if so, how? According to the level of bilingualism hypothesis (Diaz, 1983), only in the early stages of second language acquisition does bilingualism foster cognitive ability. This hypothesis was tested on a sample of 3rd and 4th grade Mexican Spanish-English bilinguals with low English proficiency. Knowledge of Spanish and English in phonology, vocabulary, and syntax was measured. Nonverbal general intelligence was assessed with the Raven Colored Progressive Matrices, and verbal intelligence was assessed with a subtest of the Woodcock Language Proficiency Battery. No relationship was found between degree of bilingualism and nonverbal intelligence, contrary to the level of bilingualism hypothesis. The results suggest that the effects of bilingualism on cognitive development are not solely dependent on the level of second language proficiency.

Sign in / Sign up

Export Citation Format

Share Document