2 |
An Interview with APPLE Lecture Speaker Professor James Pennebaker
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Corrective Feedback in Written Synchronous and Asynchronous Computer-Mediated Communication
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Zhōng Jiè Yǔ Yǔ Yán Xué Duō Wéi Yán Jiū [Multidimensional Studies in Interlanguage Linguistics]
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Immigrant/Learner, Affiliate, Author, Expert: The Intersections of L2 Writing, Identity, and Computer-Mediated Communication
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Interlanguage Pragmatic Development and L2 Request Behavior: A Critical Review of the Literature for emergent use of “Polite” Requests
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Exploring the Variability of the Preposition “In” in Written Communication
|
|
|
|
Abstract:
Complex Dynamic Systems Theory (CDST) has been applied to the study of second language acquisition to possibly account for the nonlinear development and variability found within second language development. Characteristics of a dynamic system that make it compatible with examining the developmental trajectory of second language acquisition include the presence of subsystems, variability, and the dependence on internal cognitive and external social and environmental resources (De Bot, Lowie, & Verspoor, 2007; Van Geert, 2008). Using a CDST perspective, this study looked at the use of the preposition in within the written communication of a native speaker of English and a non-native speaker. Three methods of data analysis-target-like use analysis, form-function analysis, and metaphor analysis-were employed to track how the use and function of the preposition in varied over time. Results indicate that an individual’s literal and conceptual engagement with and production of a language develops over time in a non-linear manner.
|
|
Keyword:
Applied linguistics; English language--Grammar--Study and teaching--Foreign speakers; Language and languages--Writing; Second language acquisition
|
|
URL: https://doi.org/10.7916/D8FJ3TRH
|
|
BASE
|
|
Hide details
|
|
14 |
Exploring the Dynamism between Propositional Complexity and Error Rate: A Case Study
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Trade-off or Connected Growers: Implications on Accuracy and Complexity in L2 Writing
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Complex Dynamic Systems Research: Some Insights on Data Analysis
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Exploring the Possibilities of Scenario-based Assessment: An Introduction
|
|
|
|
BASE
|
|
Show details
|
|
19 |
A Learning-oriented Assessment Perspective on Scenario-based Assessment
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Discourse Analysis: The Questions Discourse Analysts Ask and How They Answer Them
|
|
|
|
BASE
|
|
Show details
|
|
|
|