Article published in:
Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA
Edited by Alex Housen, Folkert Kuiken and Ineke Vedder
[Language Learning & Language Teaching 32] 2012
► pp. 120
Cited by

Cited by 56 other publications

Agebjörn, Anders
2019.  In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6],  pp. 137 ff. Crossref logo
Alfonso Pena, Celia & Elisabet Pladevall-Ballester
2020. Effects of focus on form on primary CLIL students’ foreign language performance in task-based oral interaction. Journal of Immersion and Content-Based Language Education 8:1  pp. 53 ff. Crossref logo
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 Crossref logo
Biancarosa, Gina & Lina Shanley
2016.  In The Fluency Construct,  pp. 1 ff. Crossref logo
Bruyèl-Olmedo, Antonio & Maria Juan-Garau
2020. Coexisting varieties of English in the linguistic landscape of tourism: the Bay of Palma. Journal of Multilingual and Multicultural Development 41:2  pp. 157 ff. Crossref logo
Chen, Xiaobin, Theodora Alexopoulou & Ianthi Tsimpli
2021. Automatic extraction of subordinate clauses and its application in second language acquisition research. Behavior Research Methods 53:2  pp. 803 ff. Crossref logo
Chen, Xiaobin & Detmar Meurers
2019. Linking text readability and learner proficiency using linguistic complexity feature vector distance. Computer Assisted Language Learning 32:4  pp. 418 ff. Crossref logo
De Clercq, Bastien & Alex Housen
2017. A Cross-Linguistic Perspective on Syntactic Complexity in L2 Development: Syntactic Elaboration and Diversity. The Modern Language Journal 101:2  pp. 315 ff. Crossref logo
Doe, Timothy
2021. Fluency development in an EFL setting: A one-semester study. Language Teaching Research  pp. 136216882110585 ff. Crossref logo
Eizaga-Rebollar, Bárbara & Cristina Heras-Ramírez
2020. Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors. Lodz Papers in Pragmatics 16:1  pp. 87 ff. Crossref logo
Evans, D. Reid & Diane Larsen-Freeman
2020. Bifurcations and the Emergence of L2 Syntactic Structures in a Complex Dynamic System. Frontiers in Psychology 11 Crossref logo
Fathi, Jalil & Masoud Rahimi
2022. Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students. Computer Assisted Language Learning 35:7  pp. 1668 ff. Crossref logo
Galantomos, Ioannis
2019. Gender and proficiency effects on metaphor use among Greek learners. International Journal of Applied Linguistics 29:1  pp. 61 ff. Crossref logo
González-Lloret, Marta
2022. The present and future of functional adequacy. TASK. Journal on Task-Based Language Teaching and Learning 2:1  pp. 146 ff. Crossref logo
Granena, Gisela & Yucel Yilmaz
2019. Phonological short-term memory capacity and L2 oral performance. Journal of Second Language Studies 2:2  pp. 317 ff. Crossref logo
Granena, Gisela & Yucel Yilmaz
2021.  In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116],  pp. 153 ff. Crossref logo
Hall, Christopher J., Jack Joyce & Chris Robson
2017. Investigating the lexico-grammatical resources of a non-native user of English: The case of can and could in email requests . Applied Linguistics Review 8:1  pp. 35 ff. Crossref logo
Housen, Alex
2021.  In Research Questions in Language Education and Applied Linguistics [Springer Texts in Education, ],  pp. 787 ff. Crossref logo
Hsieh, Yufen
2020. Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning 33:5-6  pp. 567 ff. Crossref logo
Hsu, Hsiu-Chen
2016. Voice blogging and L2 speaking performance. Computer Assisted Language Learning 29:5  pp. 968 ff. Crossref logo
Huang, Ting, Rasmus Steinkrauss & Marjolijn Verspoor
2020. Learning an L2 and L3 at the same time: help or hinder?. International Journal of Multilingualism  pp. 1 ff. Crossref logo
Jiang, Michael Yi-Chao, Morris Siu-Yung Jong, Na Wu, Bin Shen, Ching-Sing Chai, Wilfred Wing-Fat Lau & Biyun Huang
2022. Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students. Frontiers in Psychology 13 Crossref logo
Kim, Hyunah
2017. 재미 한국어 계승어 학습자 작문에 나타난 통사 복잡성: Syntactic complexity in the writing of Korean heritage learners in the United States. The Korean Language in America 21:2  pp. 186 ff. Crossref logo
Kim, YouJin, Bumyong Choi, Hyunae Yun, Binna Kim & Sujeong Choi
2022. Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study. Language Teaching Research 26:6  pp. 1106 ff. Crossref logo
Koizumi, Rie, Yo In'nami & Eun Hee Jeon
2022.  In Understanding L2 Proficiency [Bilingual Processing and Acquisition, 13],  pp. 307 ff. Crossref logo
Kojima, Masumi & Taku Kaneta
2022.  In Understanding L2 Proficiency [Bilingual Processing and Acquisition, 13],  pp. 109 ff. Crossref logo
Li, Jing
2020.  In Asian Research on English for Specific Purposes,  pp. 165 ff. Crossref logo
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. Crossref logo
Lintunen, Pekka, Pauliina Peltonen & Joshua Webb
2015.  In Investigating English Pronunciation,  pp. 196 ff. Crossref logo
Mavrou, Irini & María Cecilia Ainciburu
2021. Medidas de longitud en la investigación empírica de ASL. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics  pp. 125 ff. Crossref logo
McDonald, Kurtis
2018. Post hoc evaluation of analytic rating scales for improved functioning in the assessment of interactive L2 speaking ability. Language Testing in Asia 8:1 Crossref logo
McDonough, Kim & William J. Crawford
2020. Identifying effective writing tasks for use in EFL write-to-learn language contexts. The Language Learning Journal 48:4  pp. 469 ff. Crossref logo
Mueller, Charles M. & Peter Richardson
2022. Talking about oneself. Journal of Second Language Studies Crossref logo
Márquez, Daniel & Júlia Barón
2021. Effects of task complexity on L2 suggestions. TASK. Journal on Task-Based Language Teaching and Learning 1:2  pp. 227 ff. Crossref logo
Mäkilä, Mari
2021. Syntaktisk komplexitet och korrekthet i finska universitetsstudenters skriftliga inlärarsvenska: en jämförelse mellan två färdighetsnivåer. Nordand 16:2  pp. 134 ff. Crossref logo
Nerušilová, Terezie
2022. Development of students’ spoken language in an online French course: Presentation of continuing doctoral research. European Journal of Applied Linguistics 0:0 Crossref logo
Nuzzo, Elena & Giuseppe Bove
2020. Assessing functional adequacy across tasks: A comparison of learners’ and native speakers’ written texts. EuroAmerican Journal of Applied Linguistics and Languages 7:2  pp. 9 ff. Crossref logo
O’Grady, Stefan
2019. The impact of pre-task planning on speaking test performance for English-medium university admission. Language Testing 36:4  pp. 505 ff. Crossref logo
2020. The Roles of Working Memory and Oral Language Abilities in Elicited Imitation Performance. The Modern Language Journal 104:1  pp. 133 ff. Crossref logo
Parvaresh, Vahid & Mohammad Javad Ahmadian
2016. The impact of task structure on the use of vague expressions by EFL learners. The Language Learning Journal 44:4  pp. 436 ff. Crossref logo
Pojslova, Blanka
2021. The effect of two feedback strategies on EFL writing quality from the perspective of syntactic complexity. CASALC Review 11:1  pp. 69 ff. Crossref logo
Pérez-Vidal, Carmen
2015. Practice makes best: contrasting learning contexts, comparing learner progress. International Journal of Multilingualism 12:4  pp. 453 ff. Crossref logo
Rahimi, Mohammad
2021. A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality. Language Teaching Research 25:5  pp. 687 ff. Crossref logo
Riemenschneider, Anja, Zarah Weiss, Pauline Schröter & Detmar Meurers
2021. Linguistic complexity in teachers' assessment of German essays in high stakes testing. Assessing Writing 50  pp. 100561 ff. Crossref logo
Rosmawati, R.
2020.  In Complex Dynamic Systems Theory and L2 Writing Development [Language Learning & Language Teaching, 54],  pp. 109 ff. Crossref logo
Rosmawati, R.
2022. Dynamic development of complexity and accuracy. Australian Review of Applied Linguistics  pp. 75 ff. Crossref logo
Révész, Andrea
2021. Exploring task-based cognitive processes. TASK. Journal on Task-Based Language Teaching and Learning 1:2  pp. 266 ff. Crossref logo
Sauer, Luzia
2020. Linguistic and motivational changes of a German adolescent student in New Zealand. Study Abroad Research in Second Language Acquisition and International Education 5:2  pp. 175 ff. Crossref logo
Torres, Julio
2016.  In Advances in Spanish as a Heritage Language [Studies in Bilingualism, 49],  pp. 299 ff. Crossref logo
Tsehaye, Wintai, Tatiana Pashkova, Rosemarie Tracy & Shanley E. M. Allen
2021. Deconstructing the Native Speaker: Further Evidence From Heritage Speakers for Why This Horse Should Be Dead!. Frontiers in Psychology 12 Crossref logo
Uzun, Kutay
2022.  In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. Crossref logo
Wang, Zhan, Peter Skehan & Gaowei Chen
2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition 3:1  pp. 53 ff. Crossref logo
Weiss, Zarah, Kim Lange-Schubert, Barbara Geist & Detmar Meurers
2022. Sprachliche Komplexität im Unterricht. Zeitschrift für germanistische Linguistik 50:1  pp. 159 ff. Crossref logo
Weiss, Zarah & Detmar Meurers
2021. Analyzing the linguistic complexity of German learner language in a reading comprehension task. International Journal of Learner Corpus Research 7:1  pp. 83 ff. Crossref logo
Wu, Shu-Ling & Lourdes Ortega
2013. Measuring global oral proficiency in SLA research: A new elicited imitation test of L2 Chinese. Foreign Language Annals 46:4  pp. 680 ff. Crossref logo
Xu, Zhiqing, Lawrence Jun Zhang & Judy M. Parr
2022. Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance. International Review of Applied Linguistics in Language Teaching 0:0 Crossref logo

This list is based on CrossRef data as of 26 september 2022. 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.