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Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction
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A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam
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24 |
Patterns of corrective feedback in a task-based adult EFL classroom setting in China
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25 |
Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia
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27 |
Effects of learner background on the development of writing skills in Japanese as a second language ; Effects of learner background on the development of writing skills in JSL
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28 |
Effects of learner background on the development of writing skills in Japanese as a second language
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30 |
Assessed Levels of Second Language Speaking Proficiency: How Distinct?
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Assessed Levels of Second Language Speaking Proficiency: How Distinct?
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Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language
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Abstract:
The study reported in this article is a part of a large-scale study investigating syntactic complexity in second language (L2) oral data in commonly taught foreign languages (English, German, Japanese, and Spanish; Ortega, Iwashita, Rabie, & Norris, in preparation). In this article, preliminary findings of the analysis of the Japanese data are reported. Syntactic complexity, which is referred to as syntactic maturity or the use of a range of forms with degrees of sophistication (Ortega, 2003), has long been of interest to researchers in L2 writing. In L2 speaking, researchers have examined syntactic complexity in learner speech in the context of pedagogic intervention (e.g., task type, planning time) and the validation of rating scales. In these studies complexity is examined using measures commonly employed in L2 writing studies. It is assumed that these measures are valid and reliable, but few studies explain what syntactic complexity measures actually examine. The language studied is predominantly English, and little is known about whether the findings of such studies can be applied to languages that are typologically different from English. This study examines how syntactic complexity measures relate to oral proficiency in Japanese as a foreign language. An in-depth analysis of speech samples from 33 learners of Japanese is presented. The results of the analysis are compared across proficiency levels and cross-referenced with 3 other proficiency measures used in the study. As in past studies, the length of T-units and the number of clauses per T-unit is found to be the best way to predict learner proficiency; the measure also had a significant linear relation with independent oral proficiency measures. These results are discussed in light of the notion of syntactic complexity and the interfaces between second language acquisition and language testing. Adapted from the source document
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Keyword:
200401 Applied Linguistics and Educational Linguistics; 380201 Applied Linguistics and Educational Linguistics; 751005 Communication across languages and cultures
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URL: https://espace.library.uq.edu.au/view/UQ:79115
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38 |
Comprehensible output in NNS-NNS interaction in Japanese as a foreign language
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39 |
Negative feedback and positive evidence in task-based interaction: Differential affects on L2 development
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