The present study investigated second language acquisition (SLA) doctoral students’ statistical training and knowledge of statistics. One hundred and twenty SLA doctoral students in North America took a comprehensive statistics survey, and 16 of them participated in follow-up interviews. The results showed that doctoral students were well trained in basic descriptive statistics, while their training in inferential statistics, particularly advanced statistics, was limited. When looking at their statistical knowledge, the results indicated that SLA doctoral students were good at understanding descriptive and inferential statistics, but they found it hard to interpret statistical analyses related to inferential statistics that are commonly encountered in SLA research. Several suggestions directed toward improving statistical literacy in SLA were provided.
{"title":"Statistical knowledge and training in second language acquisition","authors":"Talip Gonulal","doi":"10.1075/ITL.18031.GON","DOIUrl":"https://doi.org/10.1075/ITL.18031.GON","url":null,"abstract":"\u0000The present study investigated second language acquisition (SLA) doctoral students’ statistical training and knowledge of statistics. One hundred and twenty SLA doctoral students in North America took a comprehensive statistics survey, and 16 of them participated in follow-up interviews. The results showed that doctoral students were well trained in basic descriptive statistics, while their training in inferential statistics, particularly advanced statistics, was limited. When looking at their statistical knowledge, the results indicated that SLA doctoral students were good at understanding descriptive and inferential statistics, but they found it hard to interpret statistical analyses related to inferential statistics that are commonly encountered in SLA research. Several suggestions directed toward improving statistical literacy in SLA were provided.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41321331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past decades, L2 research has shown that properties involving the syntax-discourse interface are typically more complex to acquire than strictly syntactic properties. To determine whether the complexity of the target property moderates the effectiveness of explicit instruction, this study investigates the impact of explicit instruction on the development of a syntactic property (the ungrammaticality of free inversion) and a syntax-discourse property (the unacceptability of locative inversion with informationally heavy verbs) in L1 European Portuguese-L2 English (B2 and C1 levels), using a pre-test/post-test design. Results reveal that instruction only produced lasting effects when it targeted syntax and learners were at the C1 level. These results indicate that syntax may be more permeable to instructional effects than the syntax-discourse interface and that the effectiveness of explicit instruction depends on learners’ stage of L2 development.
{"title":"The impact of explicit instruction on different types of linguistic properties","authors":"Joana Teixeira","doi":"10.1075/itl.18022.tei","DOIUrl":"https://doi.org/10.1075/itl.18022.tei","url":null,"abstract":"\u0000 Over the past decades, L2 research has shown that properties involving the syntax-discourse interface are\u0000 typically more complex to acquire than strictly syntactic properties. To determine whether the complexity of the target property\u0000 moderates the effectiveness of explicit instruction, this study investigates the impact of explicit instruction on the development\u0000 of a syntactic property (the ungrammaticality of free inversion) and a syntax-discourse property (the unacceptability of locative\u0000 inversion with informationally heavy verbs) in L1 European Portuguese-L2 English (B2 and C1 levels), using a pre-test/post-test\u0000 design. Results reveal that instruction only produced lasting effects when it targeted syntax and learners were at the C1 level.\u0000 These results indicate that syntax may be more permeable to instructional effects than the syntax-discourse interface and that the\u0000 effectiveness of explicit instruction depends on learners’ stage of L2 development.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2019-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47022075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Technology-mediated feedback and instruction","authors":"Hossein Nassaji, Eva Kartchava","doi":"10.1075/itl.00018.nas","DOIUrl":"https://doi.org/10.1075/itl.00018.nas","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49070360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eline van Batenburg, R. Oostdam, Amos J. S. van Gelderen, R. Fukkink, Nivja H. de Jong
Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outperformed the ‘business-as-usual’ control group on oral interaction skills (N = 199), with similar results for the programmes. Positive effects were found on interaction skills for trained contexts of use only. No transfer was found to tasks in other contexts of use. We conclude that receiving contextualised oral interaction instruction is beneficial to the development of pre-vocational learners’ interaction skills.
{"title":"The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction","authors":"Eline van Batenburg, R. Oostdam, Amos J. S. van Gelderen, R. Fukkink, Nivja H. de Jong","doi":"10.1075/ITL.18027.VAN","DOIUrl":"https://doi.org/10.1075/ITL.18027.VAN","url":null,"abstract":"\u0000Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outperformed the ‘business-as-usual’ control group on oral interaction skills (N = 199), with similar results for the programmes. Positive effects were found on interaction skills for trained contexts of use only. No transfer was found to tasks in other contexts of use. We conclude that receiving contextualised oral interaction instruction is beneficial to the development of pre-vocational learners’ interaction skills.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46348544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A. L. Duffé Montalván (coordinator). (2017). Singularidad y variedad en el estudio sobre los actos de\u0000 habla","authors":"Barbara De Cock","doi":"10.1075/itl.18024.dec","DOIUrl":"https://doi.org/10.1075/itl.18024.dec","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58698639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study describes the development of an English and French multiple choice vocabulary test – the VocabLab tests – that measure learners’ knowledge at four frequency levels up to the most frequent 5,000 words: the 2,000-level, 3,000-level, 4,000-level, and the 5,000-level. The two tests aimed to address some of the limitations of tests currently in use. First, they are sampled from recent frequency lists. Second, they are geared towards Dutch-speaking learners of English and French in Flanders. Third, they attempt to minimize guessing by including an “I don’t know”-option. The findings showed that the tests are internally consistent. Mean scores decreased when the words were less frequent, lending evidence to the tests’ construct validity. Additionally, the tests seem to be able to discriminate between different proficiency levels. As both tests were developed according to the same principles, they can be used to compare learners’ English and French vocabulary knowledge.
{"title":"The VocabLab tests","authors":"E. Peters, T. Velghe, Tinne van Rompaey","doi":"10.1075/ITL.17029.PET","DOIUrl":"https://doi.org/10.1075/ITL.17029.PET","url":null,"abstract":"\u0000 This study describes the development of an English and French multiple choice vocabulary test – the\u0000 VocabLab tests – that measure learners’ knowledge at four frequency levels up to the most frequent 5,000\u0000 words: the 2,000-level, 3,000-level, 4,000-level, and the 5,000-level. The two tests aimed to address some of the limitations of\u0000 tests currently in use. First, they are sampled from recent frequency lists. Second, they are geared towards Dutch-speaking\u0000 learners of English and French in Flanders. Third, they attempt to minimize guessing by including an “I don’t know”-option. The\u0000 findings showed that the tests are internally consistent. Mean scores decreased when the words were less frequent, lending\u0000 evidence to the tests’ construct validity. Additionally, the tests seem to be able to discriminate between different proficiency\u0000 levels. As both tests were developed according to the same principles, they can be used to compare learners’ English and French\u0000 vocabulary knowledge.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45777667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The acquisition of aspect in L2 is influenced by the properties of the lexical-aspectual class, coercion at the syntactic-pragmatic interface and grounding information (foreground and background) in discourse. This paper addresses how these linguistic functions influence the acquisition of Spanish aspectual past tenses (pretérito indefinido and pretérito imperfecto) by Mandarin Chinese learners. The results show that activities and accomplishments are more problematic for learners to acquire and that dynamicity, rather than telicity, plays a determinant role for Chinese learners. Moreover, factors concerning coercion – a pragmatic and discourse mechanismremain difficult to master at C1. Our results also support the Discourse Hypothesis, though showing different patterns of association (lexical and grammatical aspect) across levels. We conclude that an integrative perspective gives a better account of the acquisition process of Spanish aspectual tenses
{"title":"The development of dynamicity in the acquisition of Spanish by Chinese learners","authors":"Yuliang Sun, L. Díaz, M. Taulé","doi":"10.1075/ITL.18001.SUN","DOIUrl":"https://doi.org/10.1075/ITL.18001.SUN","url":null,"abstract":"\u0000 The acquisition of aspect in L2 is influenced by the properties of the lexical-aspectual class, coercion at the\u0000 syntactic-pragmatic interface and grounding information (foreground and background) in discourse. This paper addresses how these\u0000 linguistic functions influence the acquisition of Spanish aspectual past tenses (pretérito indefinido and pretérito imperfecto) by\u0000 Mandarin Chinese learners. The results show that activities and accomplishments are more problematic for learners to acquire and\u0000 that dynamicity, rather than telicity, plays a determinant role for Chinese learners. Moreover, factors concerning coercion – a\u0000 pragmatic and discourse mechanismremain difficult to master at C1. Our results also support the Discourse Hypothesis, though\u0000 showing different patterns of association (lexical and grammatical aspect) across levels. We conclude that an integrative\u0000 perspective gives a better account of the acquisition process of Spanish aspectual tenses","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43270113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Considerable research has examined the effects of task repetition (TR) on second language (L2) performance. While results are still inconclusive, some patterns are emerging. However, limited attention has been paid to L2 learners’ perceptions of TR. This paper reports a study in which 40 English as a foreign language (EFL) learners were asked to repeat a task after a three-day interval; on both occasions they performed the task immediately after receiving instructions. Results indicated that TR triggered more complex and fluent, but less accurate, narratives. In post-task interviews, the majority of learners expressed positive attitudes towards TR, purporting that familiarity increased confidence. This paper will finally discuss the possible pedagogical implications of the study for EFL teaching.
{"title":"Effects of task repetition on EFL oral performance","authors":"S. Dawadi","doi":"10.1075/ITL.16025.DAW","DOIUrl":"https://doi.org/10.1075/ITL.16025.DAW","url":null,"abstract":"\u0000 Considerable research has examined the effects of task repetition (TR) on second language (L2) performance. While\u0000 results are still inconclusive, some patterns are emerging. However, limited attention has been paid to L2 learners’ perceptions\u0000 of TR. This paper reports a study in which 40 English as a foreign language (EFL) learners were asked to repeat a task after a\u0000 three-day interval; on both occasions they performed the task immediately after receiving instructions. Results indicated that TR\u0000 triggered more complex and fluent, but less accurate, narratives. In post-task interviews, the majority of learners expressed\u0000 positive attitudes towards TR, purporting that familiarity increased confidence. This paper will finally discuss the possible\u0000 pedagogical implications of the study for EFL teaching.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47687489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Acknowledgement of reviewers for ITL volumes 168–169","authors":"","doi":"10.1075/itl.00017.ack","DOIUrl":"https://doi.org/10.1075/itl.00017.ack","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41884084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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