Syntactic complexity, lexical variation and accuracy as a function of task complexity and proficiency level in L2 writing and speaking

Language Learning and Language Teaching

Volumn 32, Issue , 2012, Pages 143-169

  Kuiken, Folkert ^a   Vedder, Ineke ^a  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85126889929     PISSN: 15699471     EISSN: None     Source Type: Book Series    
DOI: 10.1075/lllt.32.07kui     Document Type: Chapter

References (47)

1. Bulté, B. (2007). Measure for measure: Why type/token ratio based measures are not valid to assess lexical complexity/richness as a dimension of language proficiency. In S.Van Daele, A. Housen, F. Kuiken, M. Pierrard, & I. Vedder (Eds.). Complexity, accuracy and fluency in second language use, learning and teaching (pp. 27-36). Brussels: Koninklijke Vlaamse Academie van België voor Wetenschappen en Kunsten.
2. Carroll, J.B. (1967). On sampling from a lognormal model of word-frequency distribution. In H. Kucera, & W.N. Francis (Eds.). Computational analysis of present-day American English (pp. 406-424). Providence, RI: Brown University.
3. Carter, R. (1998). Mapping the mind. London: Weidenfeld and Nicolson.
4. Cobb, T. (1998). The compleat lexical tutor. Available at http://www.lextutor.ca.
5. De Mauro, T. (1999). Guida all'uso delle parole. Roma: Editori Riuniti.
6. Daller, H., Van Hout, R., & Treffers-Daller, J. (2003). Measuring lexical aspects or oral language proficiency among bilinguals: An analysis of different measurements. Applied Linguistics, 24(2), 197-222.
7. Daele, S. van, Housen, A., Kuiken, F., Pierrard, M., & Vedder, I. (Eds.). (2007). Complexity, accuracy and fluency in second language use, learning and teaching. Brussels: Koninklijke Vlaamse Academie van België voor Wetenschappen en Kunsten.
8. Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21(3), 354-375.
9. Gathercole, S.E., & Baddeley, A.D. (1993). Working memory and language. Hove: Lawrence Erlbaum.
10. Halliday, M. (1989). Spoken and written language. Oxford: Oxford University Press.
11. Homburg, T.J. (1984). Holistic evaluation of ESL compositions: Can it be validated objectively? TESOL Quarterly, 18, 87-100.
12. Housen, A., & Kuiken, F. (2009). Complexity, accuracy and fluency in second language acquisi-tion. Applied Linguistics, 30(4), 461-473.
13. Hunt, K.W. (1970). Syntactic maturity in school children and adults. Monograph of the Society for Research in Child Development, 134(35), 1.
14. Kuiken, F., Mos, M., & Vedder, I. (2005). Cognitive task complexity and second language writ-ing performance. In S. Foster-Cohen, & P. García-Mayo (Eds.). Eurosla Yearbook. Vol. 5. (pp. 195-222). Amsterdam: John Benjamins.
15. Kuiken, F., & Vedder, I. (2007a). Cognitive task complexity and linguistic performance in French L2 writing. In M.P. García Mayo (Ed.). Investigating tasks in formal language learning (pp. 117-135). Clevedon: Multilingual Matters.
16. Kuiken, F., & Vedder, I. (2007b). Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics in Language Teaching, 45, 261-284.
17. Kuiken, F., & Vedder, I. (2007c). Task complexity, task characteristics and measures of linguistic performance. In S. Van Daele, A. Housen, F. Kuiken, M. Pierrard, & I. Vedder (Eds.). Complexity, accuracy and fluency in second language use, learning and teaching (pp. 113-126). Brussels: Koninklijke Vlaamse Academie van België voor Wetenschappen en Kunsten.
18. Kuiken, F., & Vedder, I. (2008a). Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing, 17(1), 48-60.
19. Kuiken, F., & Vedder, I. (2008b). The influence of task complexity on linguistic performance in L2 writing and speaking: The effect of mode. Proceedings of the 33rd International LAUD Symposium. Cognitive approaches to second/foreign language processing: Theory and pedagogy (pp. 386-389). Essen: LAUD 2008.
20. Kuiken, F., & Vedder, I. (2009). Tasks across modalities: The influence of task complexity on lin-guistic performance in L2 writing and speaking. Paper presented at the colloquium 'Tasks across modalities', Task Based Language Teaching Conference, Lancaster 2009.
21. Kuiken, F., & Vedder, I. (2011). Task performance in L2 writing and speaking: The effect of mode. In P. Robinson (Ed.). Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 91-104). Amsterdam: John Benjamins.
22. Kuiken, F., & Vedder, I. (2012). Speaking and writing tasks and their effect on second language performance. In S. Gass, & A. Mackey (Eds.). Handbook of second language acquisition (pp. 364-377). Oxford: Routledge/Taylor & Francis.
23. Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written produc-tion. Applied Linguistics, 16, 307-322.
24. Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16, 35-51.
25. Long, M.H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie, & T. Bhatia (Eds.). Handbook of second language acquisition (pp. 413-468). San Diego: Academic Press.
26. Malvern, D., Richards, B., Chipere, N., & Durán, P. (2004). Lexical diversity and language development: Quantification and assessment. Basingstoke: Palgrave Macmillan.
27. Michel, M.C. (2011). Cognitive and interactive aspects of task-based performance in Dutch as a second language. Unpublished Doctoral dissertation, University of Amsterdam.
28. Milton, J. (2009). Measuring second language vocabulary acquisition. Bristol: Multilingual Matters.
29. Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30(4), 555-578.
30. Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing. Applied Linguistics, 24(4), 492-518.
31. Pallotti, G. (2009). CAF: Defining, redefining and differentiating constructs. Applied Linguistics, 30(4), 590-601.
32. Polio, C. (2001). Research methodology in second language writing research: The case of text-based studies. In T. Silva & P.K. Matsuda (Eds.). On second language writing (pp. 95-116). Hove: Lawrence Erlbaum Associates.
33. Robinson, P. (2001a). Task complexity, cognitive resources, and syllabus design: A triadic frame-work for examining task influences on SLA. In P. Robinson (Ed.). Cognition and second language instruction (pp. 287-318). Cambridge: Cambridge University Press.
34. Robinson, P. (2001b). Task complexity, task difficulty, and task production: Exploring interac-tions in a componential framework. Applied Linguistics, 22(1), 27-57.
35. Robinson, P. (2003). Attention and memory. In C.J. Doughty & M.H. Long (Eds.). The handbook of second language acquisition (pp. 631-678). Oxford: Blackwell.
36. Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics, 43(1), 1-32.
37. Robinson, P. (2007). Criteria for classifying and sequencing pedagogic tasks. In M. García Mayo (Ed.). Investigating tasks in formal language settings (pp. 7-26). Clevedon: Multi-lingual Matters.
38. Robinson, P., Cadierno, T., & Shirai, Y. (2009). Time and motion: Measuring the effects of the conceptual demands of tasks on second language speech production. Applied Linguistics, 30(4), 533-554.
39. Schmidt, R. (2001). Attention. In P. Robinson (Ed.). Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
40. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
41. Skehan, P. (2001). Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.). Researching pedagogic tasks: Second language learning, teaching and testing (pp. 167-185). Harlow: Pearson Education.
42. Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1-14.
43. Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510-532.
44. Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93-100.
45. Wickens, C.D. (1989. Attention and skilled performance. In D. Holding (Ed.). Human skills (pp. 71-105). New York: John Wiley.
46. Wickens, C.D. (1992). Engineering psychology and human performance. New York: Harper Collins.
47. Wolfe-Quintero, K., Inagaki, S., & Kim, H.Y. (1998). Second language development in writing: Measures of fluency, accuracy and complexity. Honolulu, HI: Second Language Teaching and Curriculum Center, University of Hawai'i at Mānoa.