The dynamics of L2 vocabulary development: A case study of receptive and productive knowledge

Caspi, Tal; Lowie, Wander

doi:10.1590/s1984-63982013005000002

Cited by 11 publications

(3 citation statements)

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“…Most longitudinal dynamic studies so far have aimed at investigating the trajectory of separate measures (cf. Larsen‐Freeman, ; Verspoor et al., , ) or the relations between these measures, such as precursor, competitive, or supportive (Caspi & Lowie, ; Chan et al., in press). For example, the modeling carried out by Lowie, Caspi, van Geert, and Steenbeek () on longitudinal data involved the following steps: observe the empirical data by means of visual inspection; hypothesize explicit parameters for initial conditions, precursor relationships, and other degrees of interaction among the measures; run simulations; and perform manual adjusting of the parameters until high correlations among the observed and modeled data are found, which can then confirm the hypothesized interaction among the measures.…”

Section: The Studymentioning

confidence: 99%

Dynamic Development in Speaking Versus Writing in Identical Twins

2015

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Taking a dynamic usage-based perspective, this longitudinal case study compares the development of sentence complexity in speaking versus writing in two beginner Taiwanese learners of English (identical twins) in an extensive corpus consisting of 100 oral and 100 written texts of approximately 200 words produced by each twin over 8 months. Three syntactic complexity measures were calculated: mean length of T-unit, dependent clauses per T-unit, and coordinate phrases per T-unit. The working hypothesis was that (a) the learners' oral texts would become more complex sooner than their written texts and that (b) the two learners would show similar developmental patterns. We found that these two learners initially demonstrated syntactic complexity in their oral language rather than in their written language, yet over time they were found to exhibit inverse trends of development. This observation was confirmed with dynamic modeling by means of a hidden Markov model, which allowed us to detect moments of self-organization in the learners' spoken and written output (i.e., moments where the interaction among various measures changes and takes on a new configuration).Keywords writing; speaking; syntactic complexity; developmental patterns; HMM; usage-based; self-organization IntroductionResearchers working within a dynamic usage-based perspective on language learning and use view second language (L2) development as a dynamic process because all factors involved, including the amount of meaningful exposure and motivation, affect the process continuously (e.g., Larsen-Freeman, 2006;de Bot, Lowie, & Verspoor, 2007; Verspoor, de Bot, & Lowie, 2011 perspective, language itself is viewed as a complex usage-based system with many subsystems, all of which are interconnected and may demonstrate shifts in the developmental trajectory at different stages. Such shifts can be described as the inevitable reorganization a dynamic system undergoes throughout its lifetime. In previous L2 studies that have employed a dynamic usage-based perspective, the focus has been on the variability found within individual measures and how these measures may interact over time (Spoelman & Verspoor, 2010; Verspoor, Lowie, & van Dijk, 2008), on the variation among learners (Larsen-Freeman, 2006), or on developmental peaks that may be demonstrative of overuse of targeted structures (van Dijk, Verspoor, & Lowie, 2011). The current article focuses on stages of development, punctuated by moments of reorganization. We investigate at what points in the learning process the interaction among different linguistic subsystems shifts.Different subsystems may show various interrelationships over time: precursor, competitive, and supportive (Caspi, 2010; Van Geert, 2008). A precursor relationship occurs when a particular subsystem needs to be in place before another can begin to develop. For example, for children learning their first language (L1), one-word utterances (i.e., individual words) precede the occurrence of two-or three-word utterances. A competitive relatio...

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Section: The Studymentioning

confidence: 99%

Dynamic Development in Speaking Versus Writing in Identical Twins

2015

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“…The studies have shown that there is a great degree of variability in each learner in almost every measure from broad to specific (Verspoor et al 2017). We can also see that lexicon and syntax may compete even at advanced stages (Caspi & Lowie 2013;Penris & Verspoor 2017), and that similar learners, even identical twins in a similar context, will take different developmental paths (Chan et al 2015;Tilma 2014;Vyatkina 2012). The strong point of these longitudinal studies is that they show in detail how each individual develops over time and how variables interact over time within the same individual.…”

Section: Finding An Index Of Developmentmentioning

confidence: 92%

L2 Developmental Measures from a Dynamic Perspective

Verspoor¹,

Lowie²,

Wieling³

2020

Learner Corpus Research Meets Second Language Acquisition

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“…However, to date, few longitudinal empirical studies have connected this modeling approach with L2 FS learning (Lowie & Verspoor, 2015; Polat & Kim, 2013). Moreover, the limited number of studies mainly focused on individual words (Caspi & Lowie, 2013; Churchill, 2007). As is well known, vocabulary learning also involves multi-word sequences.…”

Section: Literature Reviewmentioning

confidence: 99%

A longitudinal study of formulaic sequence use in second language writing: Complex dynamic systems perspective

Shi-ping

Zhiliang

2021

Language Teaching Research

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This study investigates the use of formulaic sequences (FS) in academic writings of Chinese learners of English as a foreign language across different levels of studies at a public university in China. Frequency-based formulas were retrieved from a corpus of student academic texts written at five time points between Year 1 and Year 3. The structure, semantic transparency (as measured by mutual information, abbreviated as MI), function of the formulas and first language – second language (L1–L2) congruency were explored to identify factors influencing FS development over time using generalized linear mixed-effects modeling (GLMM). Results indicate that MI, structure and assumed learners’ proficiency (time points) and their interactions produced significant effects on the development of L2 FS, but function and congruency did not. The individual variation and nonlinearity of FS development were interpreted with Complex Dynamic Systems Theory (CDST). Based on the longitudinal study, we highlight the usefulness of GLMM in accounting for both systematicity and individual variation in L2 development from a CDST perspective.

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The dynamics of L2 vocabulary development: A case study of receptive and productive knowledge

Cited by 11 publications

References 30 publications

Dynamic Development in Speaking Versus Writing in Identical Twins

Dynamic Development in Speaking Versus Writing in Identical Twins

L2 Developmental Measures from a Dynamic Perspective

A longitudinal study of formulaic sequence use in second language writing: Complex dynamic systems perspective

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