Complexity, accuracy and fluency

Housen, Alex; Kuiken, Folkert; Vedder, Ineke

doi:10.1075/lllt.32.01hou

Cited by 142 publications

(99 citation statements)

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“…TBLT researchers have increasingly relied on measuring L2 proficiency by using CALF. Housen et al (2012) argue that CALF have become standard measures employed by most researchers in TBLT, and are widely used in SLA research as performance descriptors, indicators of L2 proficiency, and evidence of L2 acquisition. Among several benefits of using the CALF framework, one can refer to its reliability in measuring linguistic performance (Pallotti, 2009;Skehan 1996Skehan , 2015, its potential for allowing researchers to employ a set of "more precise operationalisations of underlying constructs" (Skehan, 2001: 170), and its capacity to represent L2 ability in distinct constructs (Foster & Skehan, 1996;Michel et al2007;Tavakoli & Foster, 2005).…”

Section: Calf Measuring L2 Performance and Developmentmentioning

confidence: 99%

“…The argument is based on the premise that it is possible to observe fluent and complex performance that does not fulfil the communicative needs of a given task. It has also been argued that although CALF are valid indicators of linguistic performance (Housen et al, 2012), they may fail to provide evidence of linguistic development. A disproportionately small number of studies have investigated L2 development by use of CALF.…”

Section: Calf Measuring L2 Performance and Developmentmentioning

confidence: 99%

“…Another major contribution of TBLT research to SLA has been the successful development of an analytic framework for operationalising and measuring syntactic complexity, accuracy, lexical complexity and fluency (CALF) in L2 performance. Research in this area has provided ample and robust evidence that CALF can usefully measure L2 performance (Ellis, 2009;Housen, Kuiken & Vedder, 2012;Skehan, 2009), and reliably predict L2 proficiency ( de Jong, Stein, Florijn, Schoonen & Hulstijn, 2012;Revesz et al, 2016). While the findings of TBLT research have been central to our understanding of SLA processes and to providing a more in-depth awareness of processing demands associated with L2 learning, TBLT has been critiqued for predominantly focusing on task performance without adequately investing in research in L2 development (Lambert & Kormos, 2014;Pallotti, 2009).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

L2 development in an intensive Study Abroad EAP context

Tavakoli

2018

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The current study's main aim was to examine development of L2 proficiency over a short period of time by adopting an analytic framework that balances out the strengths and limitations of the existing Complexity, Accuracy, Lexis and Fluency (CALF) framework of linguistic measurement. CALF indices and discourse markers were used to analyse development of proficiency among participants on an intensive EAP course in a Study Abroad context. To investigate the differential rates of development in two different task types, gains in various aspects of proficiency were examined. The results suggest that some CALF measures adequately demonstrate L2 development over a one-month period. Discourse markers provide evidence of L2 development beyond CALF, and add a new dimension to investigating and measuring L2 development. The differences in L2 development indicated in monologic and dialogic performances imply that specific measures of analysis are more suitable to characterize development in different task types.

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Section: Calf Measuring L2 Performance and Developmentmentioning

confidence: 99%

Section: Calf Measuring L2 Performance and Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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L2 development in an intensive Study Abroad EAP context

Tavakoli

2018

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“…CAF measurements are widely used in the language education and language testing fields, and some researchers have investigated the constructs of indices of CAF (e.g., Koizumi & In'nami, 2014;Sakuragi, 2011). Other researchers have summarized important studies by using CAF measurements (e.g., Housen, Kuiken, & Vedder, 2012;Wolfe-Quintero, Inagaki, & Kim, 1998). Although many studies have conducted experiments using CAF measurements (e.g., Gilabert, Baron, & Levkina, 2011;Kuiken & Vedder, 2011), Housen et al (2012) mentioned that most of the indices created have differed from each other.…”

Section: Measurement By Complexity Accuracy and Fluency Of Utterancementioning

confidence: 99%

Do Input Text Length and Presentation Mode Affect Speaking Performance in Retelling Tasks?

Yokouchi

2015

JLTA Journal

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The aim of this study is to observe the effects of text length and input mode on speaking performances in retelling tasks. A total of 53 participants performed their speaking skills for four different task condition test sets. Their performances were analyzed in terms of complexity, accuracy, and fluency; in addition to those data, the score of objective evaluations were compared. The results revealed that the participants could perform more words-that is to say, the number and length of utterances-under the reading input condition. On the other hand, under the listening condition, the participants could perform their speaking skills more fluently. The factor of text length partially affects the number and length of utterances and fluency, and basically the participants could not perform well under the Long Listening condition. The indices of accuracy and complexity do not have an interaction, except the Guiraud index, but overall the text length and input modes do not affect the accuracy and complexity.

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“…One prominent strand of research in the area of task-based language teaching and learning (TBLT/L) investigates how different task types, task design features and task-based implementation variables, implying various degrees of cognitive demand, affect second language production, typically operationalised as complexity, accuracy, fluency (CAF), and lexis (Housen, Kuiken and Vedder 2012). The ultimate goal of this line of research is to enable teachers and teacher educators to make empiricallyinformed decisions about selecting pedagogic tasks which best provide learners with opportunities to produce complex and accurate language fluently (Skehan 1998).…”

Section: Introductionmentioning

confidence: 99%

The impact of task structure on the use of vague expressions by EFL learners

Parvaresh

Ahmadian

2016

The Language Learning Journal

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Vague language (e.g. thing, somewhere) is one of the linguistic features which typically differentiate the language use of a native or near-native speaker from that of a language learner since native speakers typically make abundant use of vague expressions. Thus far, however, there has been no published research on how features of pedagogic tasks might encourage L2 learnersÕ production of vague expressions. The present study sets out to examine whether and how task structure affects the number and type of vague expressions used by a group of higher-intermediate EFL learners. The participants were 50 Iranian EFL learners from six intact classes, all native speakers of Persian with limited opportunity to communicate with native speakers of English, and no experience in English-speaking countries. To elicit data, two picture description tasks were used. These picture-stories possessed the defining characteristics of structured and unstructured narrative tasks, respectively. Results revealed that (a) unstructured tasks were associated with the production of significantly more vague expressions; and (b) the most notable differences between performances on the two task types concerned Ôvague nounsÕ, Ôvague quantifiersÕ, Ôvague deintensifiersÕ and Ôvague subjectivisersÕ. The results of the study have implications for both teachers and teacher educators in that they may help identify the kinds of tasks which induce language learners to use vague expressions more frequently.

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Complexity, accuracy and fluency

Cited by 142 publications

References 0 publications

L2 development in an intensive Study Abroad EAP context

L2 development in an intensive Study Abroad EAP context

Do Input Text Length and Presentation Mode Affect Speaking Performance in Retelling Tasks?

The impact of task structure on the use of vague expressions by EFL learners

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