Article published in:
Register in L1 and L2 Language Development
Edited by Bethany Gray and Jesse Egbert
[Register Studies 3:2] 2021
► pp. 180206
References
Alquraishi, M. & Crawford, W.
(2021) Exploring areas of linguistic variation in the corpus of collaborative oral task. In W. Crawford (Ed.), Multiple perspectives on learner interaction: The corpus of collaborative oral tasks (pp. 17–40). DeGruyter. CrossrefGoogle Scholar
Anthony, L.
(2020) AntConc (Version 3.5.9) [Computer Software]. Tokyo, Japan: Waseda University. Available from https://​www​.laurenceanthony​.net​/software
Bachman, L. F.
(1990) Fundamental considerations in language testing. Oxford University.Google Scholar
Biber, D.
(2019) Text linguistic approaches to register variation. Register Studies, 1 1, 42–75. CrossrefGoogle Scholar
(2009) A corpus-driven approach to formulaic language in English: Multi-word patterns in speech and writing. International Journal of Corpus Linguistics, 14 (3), 275–311. CrossrefGoogle Scholar
(2008) Corpus-based analyses of discourse: Dimensions of variation in conversation. In K. V. Bhatia, J. Flowerdew, & R. Jones (Eds.), Advances in discourse studies (pp.100–114). Routledge.Google Scholar
(2006) University language: A corpus-based study of spoken and written registers. Cambridge University Press. CrossrefGoogle Scholar
(1988) Variation across speech and writing. Cambridge University Press. CrossrefGoogle Scholar
Biber, D. & Barbieri, F.
(2007) Lexical bundles in university spoken and written registers. English for Specific Purposes, 26 (3), 263–286. CrossrefGoogle Scholar
Biber, D. & Conrad, S.
(2019) Register, genre, and style (2nd ed.). Cambridge University Press. CrossrefGoogle Scholar
Biber, D., Conrad, S., & Cortes, V.
(2004) If you look at…: Lexical bundles in university teaching and textbooks. Applied Linguistics, 25(3), 371–405. CrossrefGoogle Scholar
Biber, D. & Gray, B.
(2016) Grammatical complexity in academic English: Linguistic change in writing. Cambridge University Press. CrossrefGoogle Scholar
(2013) Discourse characteristics of writing and speaking task types on the TOEFL iBT test: A lexico-grammatical analysis. TOEFL iBT Research Report (TOEFL iBT-19). Educational Testing Service. CrossrefGoogle Scholar
(2010) Challenging stereotypes about academic writing: Complexity, elaboration, explicitness. Journal of English for Academic Purposes 9 1, 2–20. CrossrefGoogle Scholar
Biber, D., Gray, B., & Poonpon, K.
(2011) Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45 (1), 5–35. CrossrefGoogle Scholar
Biber, D., Gray, B., & Staples, S.
(2016) Predicting patterns of grammatical complexity across language exam task types and proficiency levels. Applied Linguistics, 37 (5), 639–668. CrossrefGoogle Scholar
Biber, D., Gray, B., Staples, S., & Egbert, J.
(2020) Investigating grammatical complexity in L2 English writing research: Linguistic description versus predictive measurement. Journal of English for Academic Purposes, 46 1, 100869. CrossrefGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E.
(1999) Longman grammar of spoken and written English. Longman.Google Scholar
Biber, D., Reppen, R., Staples, S., & Egbert, J.
(2020) Exploring the longitudinal development of grammatical complexity in the disciplinary writing of L2-English university students. International Journal of Learner Corpus Research, 6 (1), 38–71. CrossrefGoogle Scholar
Bygate, M.
(2020) Some directions for the possible survival of TBLT as a real world project. Language Teaching, 53 1, 275–288. CrossrefGoogle Scholar
Crawford, W. & McDonough, K.
(2021) The corpus of collaborative oral tasks. In W. Crawford (Ed.), Multiple perspectives on learner interaction: The corpus of collaborative oral tasks (pp. 7–16). DeGruyter. CrossrefGoogle Scholar
Crawford, W., McDonough, K., & Brun-Mercer, N.
(2019) Identifying linguistic markers of collaboration in L2 peer interaction: A lexico-grammatical approach. TESOL Quarterly, 53 1, 180–207. CrossrefGoogle Scholar
Egbert, J. & Biber, D.
(2016) Do all roads lead to Rome? Modeling register variation with factor analysis and discriminant analysis. Corpus Linguistics and Linguistic Theory, 14 1, 233–273. CrossrefGoogle Scholar
Ellis, R.
(2003) Task-based Language Learning and Teaching. Oxford University Press.Google Scholar
(2012) Language teaching research and language pedagogy. Wiley & Sons. CrossrefGoogle Scholar
(2017) Position paper: Moving Task-based Language Teaching forward. Language Teaching, 50 (4), 507–526. CrossrefGoogle Scholar
Foster, P. & Tonkyn, A.
(2000) Measuring spoken language: A unit for all reasons. Applied Linguistics, 211, 354–375. CrossrefGoogle Scholar
Friginal, E., Li, M., & Weigle, S.
(2014) Revisiting multiple profiles of learner compositions: A comparison of highly rated NS and NNS essays. Journal of Second Language Writing, 23 1, 1–16. CrossrefGoogle Scholar
Gan, Z.
(2012) Complexity measures, task type, and analytic evaluations of speaking proficiency in a school-based assessment context. Language Assessment Quarterly, 9 (2), 133–151. CrossrefGoogle Scholar
Gilabert, R., Manchón, R., & Vasylets, O.
(2016) Mode in theoretical and empirical TBLT research: Advancing research agendas. Annual Review of Applied Linguistics, 36 1, 117–135. CrossrefGoogle Scholar
Gray, B.
(2016) Lexical bundles. In P. Baker & J. Egbert (Eds.), Triangulating methodological approaches in corpus linguistic research (pp. 33–56). Routledge.Google Scholar
Housen, A., Kuiken, F., & Vedder, I.
(Eds.) (2012) Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA. John Benjamins. CrossrefGoogle Scholar
Housen, A. & Kuiken, F.
(2009) Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30 (4), 461–473. CrossrefGoogle Scholar
Hulstijn, J.
(2012) Is the Second Language Acquisition discipline disintegrating? Language Teaching, 46 1, 511–517. CrossrefGoogle Scholar
Jarvis, S., Grant, L., Bikowski, D., & Ferris, D.
(2003) Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing, 12 (4), 377–403. CrossrefGoogle Scholar
Kreyer, R., & Schaub, S.
(2018) The development of phrasal complexity in German intermediate learners of English. International Journal of Learner Corpus Research, 4 (1), 82–111. CrossrefGoogle Scholar
Kuiken, F. & Vedder, I.
(2011) Task complexity and linguistic performance in L2 writing and speaking. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 91–104). John Benjamins. CrossrefGoogle Scholar
Kuiken, F., & Vedder, I.
(2017) Functional adequacy in L2 writing: Towards a new rating scale. Language Testing, 34 (3), 321–336. CrossrefGoogle Scholar
Lambert, C. & Kormos, J.
(2014) Complexity, accuracy, and fluency in task-based L2 research: Toward more developmentally based measures of second language acquisition. Applied Linguistics, 35 (5), 607–614. CrossrefGoogle Scholar
Larsson, T. & Kaatari, H.
(2020) Syntactic complexity across registers: Investigating (in) formality in second-language writing. Journal of English for Academic Purposes, 45 1, 100850. CrossrefGoogle Scholar
Litunen, P. & Mäkilä, M.
(2014) Measuring syntactic complexity in spoken and written learner language: Comparing the incomparable? Research in Language, 12 1, 377–399. CrossrefGoogle Scholar
Long, M.
(2016) In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36 1, 5–33. CrossrefGoogle Scholar
(2005) Second language needs analysis. Cambridge University Press. CrossrefGoogle Scholar
Mazgutova, D. & Kormos, J.
(2015) Syntactic and lexical development in an intensive English for Academic Purposes programme. Journal of Second Language Writing, 29 1, 3–15. CrossrefGoogle Scholar
Norris, J. & L. Ortega
(2009) Towards an organic approach to investigating CAF in SLA: The case of complexity. Applied Linguistics, 30 1, 555–78. CrossrefGoogle Scholar
Northbrook, J. & Conklin, K.
(2019) Is what you put in what you get out? – Textbook-derived lexical bundle processing in beginner English learners. Applied Linguistics, 40 1, 816–833. CrossrefGoogle Scholar
Parkinson, J. & Musgrave, J.
(2014) Development of noun phrase complexity in the writing of English for Academic Purposes students. Journal of English for Academic Purposes, 14 1, 48–59. CrossrefGoogle Scholar
Pica, T., Kanagy, R., & Falodun, J.
(1993) Choosing and using communication tasks for second language instruction. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 9–34). Multilingual Matters.Google Scholar
Plonsky, L. & Kim, Y.
(2016) Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics, 36 1, 73–97. CrossrefGoogle Scholar
Révész, A., Ekiert, M., & Torgersen, E.
(2016) The effects of complexity, accuracy, and fluency on communicative adequacy in oral task performance. Applied Linguistics, 37 1, 828–848. CrossrefGoogle Scholar
Robinson, P.
(2015) The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 87–122). John Benjamins. CrossrefGoogle Scholar
Scott, M.
(2020) WordSmith Tools version 8, Stroud: Lexical Analysis Software.Google Scholar
Skehan, P.
(2015) Limited attention capacity and cognition: Two hypotheses regarding second language performance on task. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 123–155). John Benjamins. CrossrefGoogle Scholar
Staples, S.
(2021) Exploring the impact of situational characteristics on the linguistic features of spoken oral assessment tasks. In W. Crawford (Ed.), Multiple perspectives on learner interaction: The corpus of collaborative oral tasks (pp. 123–144). DeGruyter. CrossrefGoogle Scholar
Van den Braden, K., Bygate, M., & Norris, J.
(Eds.) (2009) Task-based Language Teaching: A reader. John Benjamins. CrossrefGoogle Scholar
Yuan, F. & Ellis, R.
(2003) The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24 (1), 1–27. CrossrefGoogle Scholar
Zhang, M.
(2018a) Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76 1, 1–12. CrossrefGoogle Scholar
(2018b) Investigating native and target language use in collaborative L2 writing. Unpublished doctoral dissertation, Northern Arizona University.
(2021) Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis. Language Teaching Research, 25 (3), 338–359. CrossrefGoogle Scholar
Zhang, M., & Crawford, W. J.
(2021) Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions. Language Awareness, 11–19. CrossrefGoogle Scholar