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Autor/inn/en | Kyle, Kristopher; Crossley, Scott |
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Titel | Assessing Syntactic Sophistication in L2 Writing: A Usage-Based Approach |
Quelle | In: Language Testing, 34 (2017) 4, S.513-535 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0265-5322 |
DOI | 10.1177/0265532217712554 |
Schlagwörter | Syntax; Verbs; Second Language Learning; Word Frequency; Computational Linguistics; Inferences; Language Usage; Writing (Composition); Linguistic Theory; Correlation; Comparative Analysis; Scores; Language Tests; Essays; Holistic Approach; Writing Evaluation; English (Second Language); Cues; Statistical Analysis; Multiple Regression Analysis; Test of English as a Foreign Language Zweitsprachenerwerb; Word analysis; Frequency; Wortanalyse; Häufigkeit; Linguistics; Computerlinguistik; Inference; Inferenz; Sprachgebrauch; Schreibübung; Linguistische Theorie; Korrelation; Language test; Sprachtest; Essay; Aufsatzunterricht; Holistischer Ansatz; English as second language; English; Second Language; Englisch als Zweitsprache; Stichwort; Statistische Analyse |
Abstract | Over the past 45 years, the construct of syntactic sophistication has been assessed in L2 writing using what Bulté and Housen (2012) refer to as absolute complexity (Lu, 2011; Ortega, 2003; Wolfe-Quintero, Inagaki, & Kim, 1998). However, it has been argued that making inferences about learners based on absolute complexity indices (e.g., mean length of t-unit and mean length of clause) may be difficult, both from practical and theoretical perspectives (Norris & Ortega, 2009). Furthermore, indices of absolute complexity may not align with some prominent theories of language learning such as usage-based theories (e.g., Ellis, 2002a,b). This study introduces a corpus-based approach for measuring syntactic sophistication in L2 writing using a usage-based, frequency-driven perspective. Specifically, novel computational indices related to the frequency of verb argument constructions (VACs) and the strength of association between VACs and the verbs that fill them (i.e., verb-VAC combinations) are developed. These indices are then compared against traditional indices of syntactic complexity (e.g., mean length of T-unit and mean length of clause) with regard to their ability to model one aspect of holistic scores of writing quality in Test of English as a Foreign Language (TOEFL) independent essays. Indices related to usage-based theories of syntactic development explained greater variance (R[superscript 2] = 0.142) in holistic scores of writing quality than traditional methods of assessing syntactic complexity (R[superscript 2] = 0.058). The results have important implications for modeling syntactic sophistication, L2 writing assessment, and AES systems. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |