A Longitudinal Study of Complexity, Accuracy and Fluency Variation in Second Language Development

Autor/in	Ferraris, Stefania
Titel	A Longitudinal Study of Complexity, Accuracy and Fluency Variation in Second Language Development
Quelle	(2012), (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1569-9471
ISBN	978-9-0272-1305-1; 978-9-0272-1306-8
Schlagwörter	Native Speakers; Statistical Analysis; Second Language Learning; Longitudinal Studies; Intervals; Language Patterns; Interlanguage; Language Variation; Italian; Scores; Language Fluency; Language Research; Oral Language; Task Analysis; Films; Story Telling; Vocational Education; Measures (Individuals); Transfer of Training + Suchen Sie Ihr Suchwort? Muttersprachler; Statistische Analyse; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachmodell; Sprachstruktur; Zielsprache; Sprachenvielfalt; Italienisch; Language skill; Language skills; Sprachkompetenz; Sprachforschung; Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse; Film; Ausbildung; Berufsbildung; Messdaten; Training; Transfer
Abstract	This chapter presents the results of a study on interlanguage variation. The production of four L2 learners of Italian, tested four times at yearly intervals while engaged in four oral tasks, is compared to that of two native speakers, and analysed with quantitative CAF measures. Thus, time, task type, nativeness, as well as group vs. individual scores are the independent variables and complexity, accuracy, and fluency are the dependent ones. Results show how both L2 learners and native speakers display situational variation, but with clear differences amongst the two groups. Longitudinally, all L2 learners achieve some progress, even if manner and rate change from task to task and from learner to learner. The discussion of results provides some stimulating points to be addressed in future research. (Contains 6 tables and 5 footnotes.) [For complete volume, see ED539539.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10