Dimensions of L2 Performance and Proficiency
Complexity, Accuracy and Fluency in SLA
Editors
Research into complexity, accuracy and fluency (CAF) as basic dimensions of second language performance, proficiency and development has received increased attention in SLA. However, the larger picture in this field of research is often obscured by the breadth of scope, multiple objectives and lack of clarity as to how complexity, accuracy and fluency should be defined, operationalized and measured. The present volume showcases current research on CAF by bringing together eleven contributions from renowned international researchers in the field. These contributions not only add to the body of empirical knowledge about L2 use and L2 development by bringing new research findings to light but they also address fundamental theoretical and methodological issues by responding to questions about the nature, manifestation, development and assessment of CAF as multifaceted constructs. Collectively, the chapters in this book illustrate the converging and sometimes diverging approaches that different disciplines bring to CAF research.
[Language Learning & Language Teaching, 32] 2012. xii, 305 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
-
Table of contents | pp. I–VI
-
Acknowledgements | pp. VII–VIII
-
Notes on contributors | pp. IX–XII
-
Complexity, accuracy and fluency: Definitions, measurement and researchAlex Housen, Folkert Kuiken and Ineke Vedder | pp. 1–20
-
Defining and operationalising L2 complexityBram Bulté and Alex Housen | pp. 21–46
-
Complexity, Accuracy and Fluency from the perspective of psycholinguistic Second Language Acquisition researchRichard J. Towell | pp. 47–70
-
Complexity, accuracy and fluency: The role played by formulaic sequences in early interlanguage developmentFlorence Myles | pp. 71–94
-
The growth of complexity and accuracy in L2 French: Past observations and recent applications of developmental stagesMalin Ågren, Jonas Granfeldt and Suzanne Schlyter | pp. 95–120
-
The effect of task complexity on functional adequacy, fluency and lexical diversity in speaking performances of native and non-native speakersNivja de Jong, Margarita P. Steinel, Arjen F. Florijn, Rob Schoonen and Jan H. Hulstijn | pp. 121–142
-
Syntactic complexity, lexical variation and accuracy as a function of task complexity and proficiency level in L2 writing and speakingFolkert Kuiken and Ineke Vedder | pp. 143–170
-
The effects of cognitive task complexity on L2 oral productionMayya Levkina and Roger Gilabert | pp. 171–198
-
Complexity, accuracy, fluency and lexis in task-based performance: A synthesis of the Ealing researchPeter Skehan and Pauline Foster | pp. 199–220
-
Measuring and perceiving changes in oral complexity, accuracy and fluency: Examining instructed learners’ short-term gainsAlan Paul Tonkyn | pp. 221–244
-
The development of complexity, accuracy and fluency in the written production of L2 FrenchCecilia Gunnarsson-Largy | pp. 247–276
-
A longitudinal study of complexity, accuracy and fluency variation in second language developmentStefania Ferrari | pp. 277–298
-
EpilogueAlex Housen, Folkert Kuiken and Ineke Vedder | pp. 299–302
-
Index | pp. 303–306
Cited by
Cited by 179 other publications
Abdi Tabari, Mahmoud
2020. Differential Effects of Strategic Planning and Task Structure on L2 Writing Outcomes. Reading & Writing Quarterly 36:4 ► pp. 320 ff. 
Abdi Tabari, Mahmoud & Minyoung Cho
2022. Task sequencing and L2 writing development: Exploring the SSARC model of pedagogic task sequencing. Language Teaching Research ► pp. 136216882210909 ff.
Abrams, Zsuzsanna & David R. Byrd
2017. The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study. Language Teaching Research 21:4 ► pp. 434 ff.
Abrams, Zsuzsanna & Susanne Rott
2017. Variability and variation of L2 grammar: A cross-sectional analysis of German learners’ performance on two tasks. Language Teaching Research 21:2 ► pp. 144 ff.
Ahmadian, Mohammad Javad
2016. Task-based language teaching and learning. The Language Learning Journal 44:4 ► pp. 377 ff.
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
Albert, Ágnes
2022. The Task-Based Study: Investigating Learners’ Motivation, Emotions, Self-Efficacy Beliefs, and Flow State in Relation to Their Performance on Language Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ], ► pp. 91 ff.
Albert, Ágnes
2022. Language Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ], ► pp. 31 ff.
Amiryousefi, Mohammad
2016. The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety. Computer Assisted Language Learning 29:5 ► pp. 1052 ff.
Awwad, Anas & Rashed Alhamad
2021. Online task planning and L2 oral fluency: does manipulating time pressure affect fluency in L2 monologic oral narratives?
. International Review of Applied Linguistics in Language Teaching 59:4 ► pp. 605 ff.
Awwad, Anas & Rashed Alhamad
2021. Online task planning and L2 oral fluency: does manipulating time pressure affect fluency in L2 monologic oral narratives?
. International Review of Applied Linguistics in Language Teaching 59:4 ► pp. 605 ff.
Ayad Khalaf Rashid & Istabraq Tariq Jawad
2023. Quality of Writing in EFL University Students' Descriptive Essays. مجلة آداب الفراهيدي 15:53 ► pp. 603 ff.
Bartning, Inge, Klara Arvidsson & Fanny Forsberg Lundell
2015. Complexity at the phrasal level in spoken L1 and very advanced L2 French. Language, Interaction and Acquisition 6:2 ► pp. 181 ff.
Bell, Philippa, Laura Collins & Emma Marsden
2020. Building an Oral and Written Learner Corpus of a School Programme: Methodological Issues. In Learner Corpus Research Meets Second Language Acquisition, ► pp. 214 ff.
Ben Maad, Mohamed Ridha
2016. The role of L2 learner goal differences in task-generated oral production. Australian Review of Applied Linguistics 39:1 ► pp. 47 ff.
Bernardini, Petra & Jonas Granfeldt
2019. On cross‐linguistic variation and measures of linguistic complexity in learner texts: Italian, French and English. International Journal of Applied Linguistics 29:2 ► pp. 211 ff.
Biber, Douglas, Bethany Gray & Shelley Staples
2016. Predicting Patterns of Grammatical Complexity Across Language Exam Task Types and Proficiency Levels. Applied Linguistics 37:5 ► pp. 639 ff.
Brown, Alan V., Gregory L. Thompson & Troy L. Cox
2021. Chapter 3. ACTFL OPIc question prompt and advanced Spanish fluency. In Advancedness in Second Language Spanish [Issues in Hispanic and Lusophone Linguistics, 31], ► pp. 42 ff.
Bui, Gavin & Peter Skehan
2018. Complexity, Accuracy, and Fluency. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Bui, Gavin, Peter Skehan & Zhan Wang
2018. Task Condition Effects on Advanced‐Level Foreign Language Performance. In The Handbook of Advanced Proficiency in Second Language Acquisition, ► pp. 219 ff.
Byrnes, Heidi
2018. Advanced‐Level Grammatical Development in Instructed SLA. In The Handbook of Advanced Proficiency in Second Language Acquisition, ► pp. 131 ff.
Byrnes, Heidi
2019. Applying SFL for Understanding and Fostering Instructed Second Language Development. In The Cambridge Handbook of Systemic Functional Linguistics, ► pp. 512 ff.
Byrnes, Heidi & Rosa M. Manchón
2014. Task-based language learning. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7], ► pp. 1 ff.
Caldas, Blanca, Deborah Palmer & María Schwedhelm
2019. Speaking educación in Spanish: linguistic and professional development in a bilingual teacher education program in the US-Mexico Borderlands. International Journal of Bilingual Education and Bilingualism 22:1 ► pp. 49 ff.
Calzada, Asier & María del Pilar García Mayo
2021. Effects of proficiency and collaborative work on child EFL individual dictogloss writing. Language Teaching for Young Learners 3:2 ► pp. 246 ff.
Campbell, Madeleine & Claudia Rosenhan
2023. Assessment and creativity through a translingual lens: transdisciplinary insights. Applied Linguistics Review 0:0
Candilas, Kurt S, Xyla Meghan Diane, Justine Kaye Gaid & Precious Juliet Kolog
2023. Verbal Learning Styles: Implications to College Students’ Oral English Skills. International Journal of Language Instruction 2:1 ► pp. 30 ff.
Carty, Nicola
2018. New Speakers, Potential New Speakers, and Their Experiences and Abilities in Scottish Gaelic. In New Speakers of Minority Languages, ► pp. 253 ff.
Collentine, Joseph & Karina Collentine
2020. Chapter 2. Organic models for measuring Spanish learners’ linguistic complexity. In Current Theoretical and Applied Perspectives on Hispanic and Lusophone Linguistics [Issues in Hispanic and Lusophone Linguistics, 27], ► pp. 39 ff.
Crawford, William J. & Meixiu Zhang
2021. How can register analysis inform task-based language teaching?. Register Studies 3:2 ► pp. 180 ff.
DAO, PHUNG, MAI XUAN NHAT CHI NGUYEN, PHUONG–THAO DUONG & VU TRAN–THANH
2021. Learners’ Engagement in L2 Computer‐Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality. The Modern Language Journal 105:4 ► pp. 767 ff.
De Clercq, Bastien, F. Neveu, G. Bergounioux, M.-H. Côté, J.-M. Fournier, L. Hriba & S. Prévost
2016. Le développement de la complexité syntaxique en français langue seconde : complexité structurelle et diversité. SHS Web of Conferences 27 ► pp. 07006 ff.
DeKeyser, Robert
2016. OF MOVING TARGETS AND CHAMELEONS. Studies in Second Language Acquisition 38:2 ► pp. 353 ff.
Díez-Bedmar, María Belén
2015. Article use and criterial features in Spanish EFL writing. In Learner Corpora in Language Testing and Assessment [Studies in Corpus Linguistics, 70], ► pp. 163 ff.
Díez-Bedmar, María Belén & Pascual Pérez-Paredes
2020. Noun phrase complexity in young Spanish EFL learners’ writing. International Journal of Corpus Linguistics 25:1 ► pp. 4 ff.
Ellis, Rod
2021. A short history of SLA: Where have we come from and where are we going?. Language Teaching 54:2 ► pp. 190 ff.
Fan, Ning
2023. Exploring the Effects of Automated Written Corrective Feedback on EFL Students’ Writing Quality: A Mixed-Methods Study. SAGE Open 13:2
FELKER, EMILY R., HEIDI E. KLOCKMANN & NIVJA H. DE JONG
2019. How conceptualizing influences fluency in first and second language speech production. Applied Psycholinguistics 40:1 ► pp. 111 ff.
Flyman Mattsson, Anna
2019. Chapter 3. Morpho-syntactic development in the input. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 51 ff.
Fogal, Gary G. & Richard S. Pinner
2019. Exploring Literary Texts as a Tool for Developing L2 Oral Proficiency. In Literature, Spoken Language and Speaking Skills in Second Language Learning, ► pp. 202 ff.
Fortune, Tara W. & Zhongkui Ju
2017. Assessing and Exploring the Oral Proficiency of Young Mandarin Immersion Learners. Annual Review of Applied Linguistics 37 ► pp. 264 ff.
FORTUNE, TARA W. & DIANE J. TEDICK
2015. Oral Proficiency Assessment of English‐Proficient K–8 Spanish Immersion Students. The Modern Language Journal 99:4 ► pp. 637 ff.
French, Leif M. & Suzie Beaulieu
2016. Effects of sociolinguistic awareness on French L2 learners' planned and unplanned oral production of stylistic variation. Language Awareness 25:1-2 ► pp. 55 ff.
Fukuta, Junya, Yoshito Nishimura & Yu Tamura
2023. Pitfalls of production data analysis for investigating L2 cognitive mechanism. Journal of Second Language Studies 6:1 ► pp. 95 ff.
Gagné, Nancy, Leif M. French & Kirsten M. Hummel
2022. Investigating the contribution of L1 fluency, L2 initial fluency, working memory and phonological memory to L2 fluency development. Language Teaching Research ► pp. 136216882210764 ff.
Gaillat, Thomas, Antoine Lafontaine & Anas Knefati
2023. Visualizing Linguistic Complexity and Proficiency in Learner English Writings. CALICO Journal 40:2 ► pp. 178 ff.
Gaillat, Thomas, Andrew Simpkin, Nicolas Ballier, Bernardo Stearns, Annanda Sousa, Manon Bouyé & Manel Zarrouk
2022. Predicting CEFR levels in learners of English: The use of microsystem criterial features in a machine learning approach. ReCALL 34:2 ► pp. 130 ff.
Galbraith, David & Ineke Vedder
2019. METHODOLOGICAL ADVANCES IN INVESTIGATING L2 WRITING PROCESSES. Studies in Second Language Acquisition 41:3 ► pp. 633 ff.
Gan, Qiao & Lin Ma
2023. Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension. Language Teaching Research
Gao, Jianwu & Shuang Ma
2021. LEARNING CONDITION, LINGUISTIC COMPLEXITY, AND FIRST LANGUAGE TRANSFER IN SEMIARTIFICIAL LANGUAGE LEARNING. Studies in Second Language Acquisition 43:2 ► pp. 355 ff.
García-Amaya, Lorenzo
2023. Investigating the relation between L2 pauses, syntactic complexity, and pause location: Longitudinal data from L2-Spanish study-abroad learners. Second Language Research ► pp. 026765832311526 ff.
Ghahari, Shima & Farzaneh Farokhnia
2018. Peer versus teacher assessment: Implications for CAF triad language ability and critical reflections. International Journal of School & Educational Psychology 6:2 ► pp. 124 ff.
Gironzetti, Elisa & Flavia Belpoliti
2018. Investigación y pedagogía en la enseñanza del español como lengua de herencia (ELH): una metasíntesis cualitativa. Journal of Spanish Language Teaching 5:1 ► pp. 16 ff.
Gouider, Ilyes
2023. Using the Weighted Clause Ratio to Measure the Accuracy of Students’ Responses to Epistemic Questions. SSRN Electronic Journal
Grevisse, Daniel Grégoire, Marzena Watorek & Frédéric Isel
2023. The Subjunctive as a Model of Grammatical Complexity: An Integrative Review of Issues Based on Combined Evidence from Mental Chronometry and Neurosciences. Brain Sciences 13:6 ► pp. 974 ff.
Gráf, Tomáš
2017. Verb Errors in Advanced Spoken English. AUC PHILOLOGICA 2017:1 ► pp. 131 ff.
Gullberg, Marianne
2022. Why Second Language Acquisition of sign languages matters to general SLA research. Language, Interaction and Acquisition 13:2 ► pp. 231 ff.
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2 ► pp. 213 ff.
Guz, Ewa
2014. Formulaic Sequences as Fluency Devices in the Oral Production of Native Speakers of Polish. Research in Language 12:2 ► pp. 113 ff.
Guz, Ewa
2015. Establishing the fluency gap between native and non-native-speech. Research in Language 13:3 ► pp. 230 ff.
Guz, Ewa
2016. Refining the methodology for investigating the relationship between fluency and the use of formulaic language in learner speech. Research in Language 14:2 ► pp. 95 ff.
Hasnain, Shazia & Santoshi Halder
2022. Intricacies of the Multifaceted Triad-Complexity, Accuracy, and Fluency: A Review of Studies on Measures of Oral Production. Journal of Education ► pp. 002205742211013 ff.
HOFF, Erika, Cynthia CORE & Katherine F. SHANKS
2020. The quality of child-directed speech depends on the speaker's language proficiency. Journal of Child Language 47:1 ► pp. 132 ff.
Hou, Junping, Marjolijn Verspoor & Hanneke Loerts
2016. An exploratory study into the dynamics of Chinese L2 writing development. Dutch Journal of Applied Linguistics 5:1 ► pp. 65 ff.
Howard, Martin
2023. Chapter 10. Grammatical development during study abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 239 ff.
Hsu, Hsiu-Chen
2023. The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development. International Review of Applied Linguistics in Language Teaching 0:0
Huang, Lan-fen, Yen-liang Lin & Tomáš Gráf
2023. Development of the use of discourse markers across different fluency levels of CEFR. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 33:1 ► pp. 49 ff.
Huang, Li‐Shih
2018. Teaching Speaking to Adult Learners. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Isabelli-García, Christina, Jennifer Bown, John L. Plews & Dan P. Dewey
2018. Language learning and study abroad. Language Teaching 51:4 ► pp. 439 ff.
Iwashita, Noriko
2018. Grammar and Language Proficiency. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Jensen, Julia & Martin Howard
2014. The effects of time in the development of complexity and accuracy during study abroad. EUROSLA Yearbook 14 ► pp. 31 ff.
Jiang, Michael Yi‐Chao, Morris Siu‐Yung Jong, Wilfred Wing‐Fat Lau, Ching‐Sing Chai & Na Wu
2023. Exploring the effects of automatic speech recognition technology on oral accuracy and fluency in a flipped classroom. Journal of Computer Assisted Learning 39:1 ► pp. 125 ff.
Joan Casademont, Anna
2020. Types d’erreurs chez des francophones qui apprennent le catalan dans un examen du niveau B1 (Seuil). Íkala 25:2 ► pp. 417 ff.
KAHNG, JIMIN
2018. The effect of pause location on perceived fluency. Applied Psycholinguistics 39:3 ► pp. 569 ff.
Kahng, Jimin
2020. Explaining second language utterance fluency: Contribution of cognitive fluency and first language utterance fluency. Applied Psycholinguistics 41:2 ► pp. 457 ff.
Kerz, Elma, Stella Neumann & Paula Niemietz
2022. Assessing linguistic complexity and register flexibility in advanced second language learners. Register Studies 4:1 ► pp. 55 ff.
Kessler, Matt, Wenyue Ma & Ian Solheim
2022. The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication. TESOL Quarterly 56:4 ► pp. 1163 ff.
Kim, Minkyung & Scott A. Crossley
2023. Lexical and phraseological differences between second language written and spoken opinion responses. Frontiers in Psychology 14
Kim, YouJin
2015. The Role of Tasks as Vehicles for Language Learning in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction, ► pp. 163 ff.
Knouzi, Ibtissem & Callie Mady
2017. Indicators of an “Immigrant Advantage” in the Writing of L3 French Learners. The Canadian Modern Language Review 73:3 ► pp. 368 ff.
Kostromitina, Maria & Luke Plonsky
2022. ELICITED IMITATION TASKS AS A MEASURE OF L2 PROFICIENCY. Studies in Second Language Acquisition 44:3 ► pp. 886 ff.
Kuiken, Folkert
2023. Linguistic complexity in second language acquisition. Linguistics Vanguard 9:s1 ► pp. 83 ff.
Kuiken, Folkert & Ineke Vedder
2014. Raters’ decisions, rating procedures and rating scales. Language Testing 31:3 ► pp. 279 ff.
Kuiken, Folkert & Ineke Vedder
2017. Functional adequacy in L2 writing: Towards a new rating scale. Language Testing 34:3 ► pp. 321 ff.
Kuiken, Folkert & Ineke Vedder
2018. Chapter 11. Assessing functional adequacy of L2 performance in a task-based approach. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 266 ff.
Kuiken, Folkert & Ineke Vedder
2019. Syntactic complexity across proficiency and languages: L2 and L1 writing in Dutch, Italian and Spanish. International Journal of Applied Linguistics 29:2 ► pp. 192 ff.
Kuiken, Folkert & Ineke Vedder
2022. Chapter 14. Speaking. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3], ► pp. 329 ff.
Kuiken, Folkert & Ineke Vedder
2022. Measurement of functional adequacy in different learning contexts. TASK. Journal on Task-Based Language Teaching and Learning 2:1 ► pp. 8 ff.
Kuiken, Folkert, Ineke Vedder, Alex Housen & Bastien De Clercq
2019. Variation in syntactic complexity: Introduction. International Journal of Applied Linguistics 29:2 ► pp. 161 ff.
Lahmann, Cornelia, Rasmus Steinkrauss & Monika S Schmid
2017. Speed, breakdown, and repair: An investigation of fluency in long-term second-language speakers of English. International Journal of Bilingualism 21:2 ► pp. 228 ff.
Lahmann, Cornelia, Rasmus Steinkrauss & Monika S. Schmid
2016. Factors Affecting Grammatical and Lexical Complexity of Long‐Term L2 Speakers’ Oral Proficiency. Language Learning 66:2 ► pp. 354 ff.
Lahmann, Cornelia, Rasmus Steinkrauss & Monika S. Schmid
2019. Measuring linguistic complexity in long‐term L2 speakers of English and L1 attriters of German. International Journal of Applied Linguistics 29:2 ► pp. 173 ff.
Leonard, Karen Ruth & Christine E. Shea
2017. L2 Speaking Development During Study Abroad: Fluency, Accuracy, Complexity, and Underlying Cognitive Factors. The Modern Language Journal 101:1 ► pp. 179 ff.
Lesonen, Sirkku, Rasmus Steinkrauss, Minna Suni & Marjolijn Verspoor
2021. Dynamic Usage-based Principles in the Development of L2 Finnish Evaluative Constructions. Applied Linguistics 42:3 ► pp. 442 ff.
Levkina, Mayya
2018. Chapter 6. Developing pragmatic competence through tasks in EFL contexts. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 138 ff.
Leńko-Szymańska, Agnieszka
2015. The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data. In Learner Corpora in Language Testing and Assessment [Studies in Corpus Linguistics, 70], ► pp. 115 ff.
Li, Mimi & Meixiu Zhang
2023. Collaborative writing in L2 classrooms: A research agenda. Language Teaching 56:1 ► pp. 94 ff.
Liao, Jianling
2018. Acquisition and assessment of L2 Chinese speaking. In The Routledge Handbook of Chinese Second Language Acquisition, ► pp. 234 ff.
Liao, Ray J. T., Renka Ohta & Kwangmin Lee
2023. The relationship between written discourse features and integrated listening-to-write scores for adolescent English language learners. Language Testing ► pp. 026553222311676 ff.
Lichtman, Karen
2021. What About Fluency? Implicit vs. Explicit Training Affects Artificial Mini-Language Production. Applied Linguistics 42:4 ► pp. 668 ff.
Link, Stephanie, Mohaddeseh Mehrzad & Mohammad Rahimi
2022. Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning 35:4 ► pp. 605 ff.
Lintunen, Pekka & Mari Mäkilä
2014. Measuring Syntactic Complexity in Spoken and Written Learner Language: Comparing the Incomparable?. Research in Language 12:4 ► pp. 377 ff.
Long, Avizia Y. & Megan Solon
2021. The impact of a short-term stay abroad on L2 Spanish syntactic complexity development in narratives. Study Abroad Research in Second Language Acquisition and International Education 6:1 ► pp. 163 ff.
Marijuan, Silvia & Cristi Vallejos
2023. Chapter 9. Complexity, fluency and accuracy in study abroad research. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 209 ff.
McManus, Kevin
2019. Relationships between social networks and language development during study abroad. Language, Culture and Curriculum 32:3 ► pp. 270 ff.
McManus, Kevin, Rosamond Mitchell & Nicole Tracy-Ventura
2021. A Longitudinal Study of Advanced Learners’ Linguistic Development Before, During, and After Study Abroad. Applied Linguistics 42:1 ► pp. 136 ff.
Min, Jeeyoung
2023. Writing fluency instructional practices for college-level multilinguals in a U.S. intensive writing course: From an activity theory perspective. Language Teaching Research ► pp. 136216882211460 ff.
Mitchell, Rosamond
2023. Chapter 14. Researching study abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 345 ff.
Mitchell, Rosamond
2023. Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges. Second Language Research 39:1 ► pp. 59 ff.
Mora, Joan C., Ingrid Mora‐Plaza & Gonzalo Bermejo Miranda
2023. Speaking anxiety and task complexity effects on second language speech. International Journal of Applied Linguistics
Mora, Joan Carles, Sapna Sehgal & Raquel Serrano
2023. Chapter 8. Oral fluency measures in study abroad research. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 183 ff.
Afshin Moradi Koochi, Fariba Rahimi Esfahani & Sajad Shafiee
2022. Effects of Competency-Based Approach on Enhancing Complexity, Accuracy, and Fluency of Writing among Iranian Upper- Intermediate Pre-Service Teachers. Iranian Journal of Educational Sociology 5:4 ► pp. 9 ff.
Morrison, Astrid & Parvaneh Tavakoli
2023. Task communicative function and oral fluency of L1 and L2 speakers. The Modern Language Journal
Mufwene, Salikoko S., Christophe Coupé & François Pellegrino
2017. Complexity in Language: A Multifaceted Phenomenon. In Complexity in Language, ► pp. 1 ff.
Muñoz, Carmen & Elsa Tragant
2023. Written and Oral Production Development through Primary and Secondary School. In Ten Years of English Learning at School, ► pp. 69 ff.
Norris, John M., Shoko Sasayama & Michelle Kim
2023. Simulating Real‐World Context in an Email Writing Task: Implications for Task‐Based Language Assessment. ETS Research Report Series
Ogawa, Chie
2022. CAF indices and human ratings of oral performances in an opinion-based monologue task. Language Testing in Asia 12:1
Paquot, Magali
2019. The phraseological dimension in interlanguage complexity research. Second Language Research 35:1 ► pp. 121 ff.
Paquot, Magali, Hubert Naets & Stefan Th. Gries
2020. Using Syntactic Co-occurrences to Trace Phraseological Complexity Development in Learner Writing: Verb + Object Structures in LONGDALE. In Learner Corpus Research Meets Second Language Acquisition, ► pp. 122 ff.
Pardo Soto, Catherine Vanessa & Cecilia Cisterna Zenteno
2019. Smartphone Screen Recording Apps: An Effective Tool to Enhance Fluency in the English Language. Colombian Applied Linguistics Journal 21:2 ► pp. 208 ff.
PELTONEN, PAULIINA
2018. Exploring Connections Between First and Second Language Fluency: A Mixed Methods Approach. The Modern Language Journal 102:4 ► pp. 676 ff.
Peltonen, Pauliina
2022. Connections between measured and assessed fluency in L2 peer interaction: a problem-solving perspective. International Review of Applied Linguistics in Language Teaching 60:4 ► pp. 983 ff.
Peltonen, Pauliina & Pekka Lintunen
2016. Integrating quantitative and qualitative approaches in L2 fluency analysis: A study of Finnish-speaking and Swedish-speaking learners of English at two school levels. European Journal of Applied Linguistics 4:2 ► pp. 209 ff.
Peltonen, Pauliina & Pekka Lintunen
2022. Multilingual speakers’ L1, L2, and L3 fluency across languages: A study of Finnish, Swedish, and English. Nordand 17:1 ► pp. 48 ff.
Plakans, Lia, Atta Gebril & Zeynep Bilki
2019. Shaping a score: Complexity, accuracy, and fluency in integrated writing performances. Language Testing 36:2 ► pp. 161 ff.
Plonsky, Luke & YouJin Kim
2016. Task-Based Learner Production: A Substantive and Methodological Review. Annual Review of Applied Linguistics 36 ► pp. 73 ff.
Polio, Charlene
2017. Second language writing development: A research agenda. Language Teaching 50:2 ► pp. 261 ff.
Qiu, Xuyan & Hong Cheng
2022. The effects of task types on L2 oral production and learner engagement. International Review of Applied Linguistics in Language Teaching 60:4 ► pp. 1063 ff.
Rivard, Léonard P. & Ndeye R. Gueye
2023. Syntactic complexity and connector use in the summary writing of L1 and L2 Canadian students. Journal of French Language Studies 33:2 ► pp. 197 ff.
Rokoszewska, Katarzyna
2023. Dynamic Relationships Between Lexical Frequency Levels in L2 English Writing at Secondary School: A Learner Corpus Analysis. In Contemporary Issues in Foreign Language Education [English Language Education, 32], ► pp. 191 ff.
Ruiz‐Funes, Marcela T.
2020. The development of oral ability in L2 Spanish by English‐home language learners in a TWI program. Foreign Language Annals 53:1 ► pp. 96 ff.
Karin Ryding & David Wilmsen
2021. The Cambridge Handbook of Arabic Linguistics,
Sadeghi, Karim & Farah Ghaderi
2018. Pre-task planning and explicit instruction: Effects on CALF in an oral jigsaw task and gains in linguistic knowledge. Southern African Linguistics and Applied Language Studies 36:4 ► pp. 365 ff.
Saito, Kazuya
2017. Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms. Language Learning 67:3 ► pp. 665 ff.
Saito, Kazuya
2020. Multi‐ or Single‐Word Units? The Role of Collocation Use in Comprehensible and Contextually Appropriate Second Language Speech. Language Learning 70:2 ► pp. 548 ff.
Saito, Kazuya, Shungo Suzuki, Tomoko Oyama & Yuka Akiyama
2021. How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels. Second Language Research 37:4 ► pp. 547 ff.
Sang, Zilin & Weicheng Zou
2023. The Effect of Joint Production on the Accuracy and Complexity of Second Language Writing. Journal of Psycholinguistic Research 52:2 ► pp. 425 ff.
Sasayama, Shoko & John M. Norris
2022. Designing speaking tasks for different assessment goals. TASK. Journal on Task-Based Language Teaching and Learning 2:2 ► pp. 184 ff.
Shea, Christine
2021. Chapter 9. L2 proficiency and L2 dialect processing during study abroad. In Advancedness in Second Language Spanish [Issues in Hispanic and Lusophone Linguistics, 31], ► pp. 194 ff.
Skehan, Peter
2014. Chapter 1. The context for researching a processing perspective on task performance. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 1 ff.
Skehan, Peter
2016. Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy. Annual Review of Applied Linguistics 36 ► pp. 34 ff.
Skehan, Peter
2021. The Psycholinguistics of Task-Based Performance. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 3 ff.
Spada, Nina
2022. Reflecting on task-based language teaching from an Instructed SLA perspective. Language Teaching 55:1 ► pp. 74 ff.
Strobl, Carola & Kristof Baten
2021. Writing development during study abroad. Study Abroad Research in Second Language Acquisition and International Education 6:1 ► pp. 124 ff.
Ströbel, Marcus, Elma Kerz & Daniel Wiechmann
2020. The Relationship Between First and Second Language Writing: Investigating the Effects of First Language Complexity on Second Language Complexity in Advanced Stages of Learning. Language Learning 70:3 ► pp. 732 ff.
Sun, Peijian Paul
2020. Speech Competence and Speech Performance: A Literature Review. In Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance, ► pp. 31 ff.
Sun, Peijian Paul
2020. L2 Learning and Speaking: A Literature Review. In Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance, ► pp. 45 ff.
Sun, Ting, Chuang Wang & Stella Yun Kim
2022. Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity. Reading and Writing 35:3 ► pp. 743 ff.
Suzuki, Shungo & Judit Kormos
2020. LINGUISTIC DIMENSIONS OF COMPREHENSIBILITY AND PERCEIVED FLUENCY: AN INVESTIGATION OF COMPLEXITY, ACCURACY, AND FLUENCY IN SECOND LANGUAGE ARGUMENTATIVE SPEECH. Studies in Second Language Acquisition 42:1 ► pp. 143 ff.
Suzuki, Shungo, Toshinori Yasuda, Keiko Hanzawa & Judit Kormos
2022. How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type. TESOL Quarterly 56:4 ► pp. 1320 ff.
Tavakoli, Parvaneh & Ann-Marie Hunter
2018. Is fluency being ‘neglected’ in the classroom? Teacher understanding of fluency and related classroom practices. Language Teaching Research 22:3 ► pp. 330 ff.
TAVAKOLI, PARVANEH, FUMIYO NAKATSUHARA & ANN–MARIE HUNTER
2020. Aspects of Fluency Across Assessed Levels of Speaking Proficiency. The Modern Language Journal 104:1 ► pp. 169 ff.
Thi, Nang Kham & Marianne Nikolov
2023. Effects of teacher, automated, and combined feedback on syntactic complexity in EFL students’ writing. Asian-Pacific Journal of Second and Foreign Language Education 8:1
Torres, Julio
2023. Heritage language learners’ written texts across pair types and interaction mode. Language Teaching Research 27:1 ► pp. 5 ff.
Tracy-Ventura, Nicole, Rosamond Mitchell & Kevin McManus
2016. The LANGSNAP longitudinal learner corpus. In Spanish Learner Corpus Research [Studies in Corpus Linguistics, 78], ► pp. 117 ff.
Treffers-Daller, Jeanine, Patrick Parslow & Shirley Williams
2016. Back to Basics: How Measures of Lexical Diversity Can Help Discriminate between CEFR Levels. Applied Linguistics ► pp. amw009 ff.
Trentman, Emma
2021. Arabic Study Abroad. In The Cambridge Handbook of Arabic Linguistics, ► pp. 106 ff.
Tsai, Pei-Shu & Wo-Hsin Chu
2015. The Use of Discourse Markers among Mandarin Chinese Teachers, and Chinese as a Second Language and Chinese as a Foreign Language Learners. Applied Linguistics ► pp. amv057 ff.
Uztosun, Mehmet Sercan
2021. Foreign language speaking competence and self‐regulated speaking motivation. Foreign Language Annals 54:2 ► pp. 410 ff.
Uzun, Kutay
2022. Complexity, Accuracy, and Fluency in Second Language Writing. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
van Batenburg, Eline, Ron Oostdam, Amos van Gelderen, Ruben Fukkink & Nivja de Jong
2020. The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction. ITL - International Journal of Applied Linguistics 171:2 ► pp. 153 ff.
van Batenburg, Eline SL, Ron J Oostdam, Amos JS van Gelderen, Ruben G Fukkink & Nivja H de Jong
2020. Evaluating opportunities in Dutch EFL course books for developing pre-vocational learners’ oral interactional ability. Language Teaching Research 24:4 ► pp. 434 ff.
Vandeweerd, Nathan, Alex Housen & Magali Paquot
2023. Comparing the longitudinal development of phraseological complexity across oral and written tasks. Studies in Second Language Acquisition 45:4 ► pp. 787 ff.
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2020. Chapter 8. Task modality, communicative adequacy and CAF measures. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 183 ff.
Wang, Zehua, Feifei Han & Filomena Papa
2021. Developing English language learners’ oral production with a digital game-based mobile application. PLOS ONE 16:1 ► pp. e0232671 ff.
Wen, Zhisheng (Edward)
2016. Phonological and executive working memory in L2 task-based speech planning and performance. The Language Learning Journal 44:4 ► pp. 418 ff.
Williams, Christopher
2022. Syntactic Complexity as an Indicator of Proficiency in Argumentative Essays. In Výzkum v didaktice cizích jazyků V, ► pp. 179 ff.
Wisniewski, Katrin
2022. Gesprochene Lernerkorpora des Deutschen: Eine Bestandsaufnahme. Zeitschrift für germanistische Linguistik 50:1 ► pp. 1 ff.
Xu, Yiqin
2023. Investigating the effects of digital multimodal composing on Chinese EFL learners’ writing performance: a quasi-experimental study. Computer Assisted Language Learning 36:4 ► pp. 785 ff.
Yan, Hengbin & Yinghui Li
2019. Beyond Length: Investigating Dependency Distance Across L2 Modalities and Proficiency Levels. Open Linguistics 5:1 ► pp. 601 ff.
Yang, Weiwei & YouJin Kim
2020. The effect of topic familiarity on the complexity, accuracy, and fluency of second language writing
. Applied Linguistics Review 11:1 ► pp. 79 ff.
Yang, Wenxing & Ying Sun
2015. Dynamic Development of Complexity, Accuracy and Fluency in Multilingual Learners’ L1, L2 and L3 Writing. Theory and Practice in Language Studies 5:2 ► pp. 298 ff.
Yu, Qiaona
2021. An Organic Syntactic Complexity Measure for the Chinese Language: The TC-Unit. Applied Linguistics 42:1 ► pp. 60 ff.
Zabihi, Reza
2018. The Role of Cognitive and Affective Factors in Measures of L2 Writing. Written Communication 35:1 ► pp. 32 ff.
Zhang, Meixiu
2021. Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis. Language Teaching Research 25:3 ► pp. 338 ff.
Zhang, Meixiu & Qi Liu
2023. Synchronous and asynchronous online collaborative writing: A study on Chinese language learners. Foreign Language Annals 56:3 ► pp. 740 ff.
Zhang, Yanhui
2023. Modelling the lexical complexity of homogenous texts: a time series approach. Quality & Quantity 57:3 ► pp. 2033 ff.
Zhou, Jieyu & Chan Lü
2022. Enhancing Syntactic Complexity in L2 Chinese Writing: Effects of Form-Focused Instruction on the Chinese Topic Chain. Frontiers in Psychology 13
曾, 焱
2021. How Complexity, Accuracy, and Fluency Shape Scores of English Writing in National College Entrance Examination and TOEFL. Overseas English Testing: Pedagogy and Research 03:04 ► pp. 158 ff.
This list is based on CrossRef data as of 13 november 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General