Construct definition and validity inquiry in SLA research

Chapelle, Carol A.

doi:10.1017/cbo9781139524711.004

Cited by 139 publications

(194 citation statements)

References 54 publications

(58 reference statements)

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“…They suggest that "if such evidence is forthcoming, style concepts may become more central in SLA once again" (p. 607). Accordingly, for the study of IDs in CALL, FID needs to be defined not as a trait, but as an interactionalist construct which entails the interaction between the trait and the context of CALL use (Chapelle, 1998).…”

Section: Figure 1 Fi Versus Fd Learnermentioning

confidence: 99%

Individual Learner Differences in CALL

Chapelle¹,

Heift²

2020

CALICO

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In Spring semester 2006, we conducted a study with 50 learners of German to investigate the use of a new measure (Cárdenas-Claros, 2005) for research on the field independent/dependent (FID) cognitive style and CALL use. After the measure was administered, students worked on a CALL program for German that logs interaction. This paper reports the reliability and item analysis of the FID-CALL measure in addition to its relationship with learners' behaviors in the CALL program. With the goal of understanding how FID intersects with satisfaction and success in learning through CALL, we suggest areas for future development of the measure. Trude heifTSimon Fraser University ABSTRACTIn Spring semester 2006, we conducted a study with 50 learners of German to investigate the use of a new measure (Cárdenas-Claros, 2005) for research on the field independent/dependent (FID) cognitive style and CALL use. After the measure was administered, students worked on a CALL program for German that logs interaction. This paper reports the reliability and item analysis of the FID-CALL measure in addition to its relationship with learners' behaviors in the CALL program. With the goal of understanding how FID intersects with satisfaction and success in learning through CALL, we suggest areas for future development of the measure.

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Section: Figure 1 Fi Versus Fd Learnermentioning

confidence: 99%

Individual Learner Differences in CALL

Chapelle¹,

Heift²

2020

CALICO

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“…Nation (1990) identified eight types of word knowledge (e.g., grammatical pattern, form, function, meaning, relation with other words), that were specified for both receptive and productive knowledge. Chapelle (1998) suggests that a special vocabulary definition should contain four dimensions: (a) knowledge of word characteristics, (b) vocabulary size, (c) lexicon organization, and (d) processes of lexical access. Henriksen (1999) stated three separate but related vocabulary dimensions: (a) a "partial-precise knowledge" dimension, (b) a "depth of knowledge" dimension, and (c) a "receptive-productive" dimension.…”

Section: Vocabulary Awarenessmentioning

confidence: 99%

The Study of Vocabulary Awareness Effect on Intermediate Language Learners’ Depth of Vocabulary Knowledge in Genuine Persian Texts

Dehjalali¹,

Izadpanah²

2017

IJEL

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Every single day, we use spoken and written words to communicate thoughts, ideas and emotions. Sometimes, we are successful in communication, and sometimes we are not quite successful. We can say what we mean by use of good vocabulary knowledge. Facing with a written text, a good vocabulary is a very important tool. By having a good knowledge of vocabulary, you will be able to choose the best appropriate word. The purpose of the present study was set out to investigate the effects of vocabulary awareness on depth of vocabulary knowledge. In order to measure the effects of vocabulary awareness instruction on students' depth of vocabulary knowledge, a Word Associates Test (WAT) was administered to both groups in pretest and post test. After comparing the mean scores of pre test and post test results, it was revealed that vocabulary awareness instruction group outperformed the control group in reading comprehension performance, but not in depth of vocabulary knowledge, so vocabulary awareness instruction does not influence participants' depth of vocabulary knowledge.

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“…Based on the studies of lexical processing in the aspects of multi-word unit compositionality, lexical access and retrieve, researchers both in psycholinguistics and SLA find the following consensus, that is, (1) there exists mental lexicon (Aitchison, 1994(Aitchison, , 2010Carroll, 1999); (2) the organization pattern of mental lexicon is one of the important dimensions in lexical competence assessment (Meara, 1996;Chapelle, 1998;Wolter, 2001;Jiang, 2007); (3) lexical chunks and formulaic sequence are the two major representations of mental lexicon (Nattinger & DeCaricco, 1992;Sinclair, 1991;Lewis, 1993;Skehan, 1998;Wray, 2002;Nesselhauf, 2005;Jiang & Nekrasova, 2007;Conklin&Schmitt, 2008;Andrea, 2012;etc). What are highly controversial at present are the interlexical and intralexical organization of lexical chunks and formulaic sequences, and how they respectively help L2 learners get access to their lexical and conceptual meanings in bilingual processing.…”

Section: Literature Reviewmentioning

confidence: 99%

Lexical Chunks Formulaic Sequences and Yukuai: Study of Terms and Definitions of English Multiword Units

Zhang¹,

Lu²

2017

ELLS

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According to the theory of mental lexicon, lexical chunks refer to the multiword units with chunking effects while being processed in utterences. Language acquisition studies hold that formulaic sequences undertake more pragramatic functions bearing more conceptual processing and cultural information. There are some overlaps in the two terms. In the SLA studies in China, researchers attempted to use the coined term Cikuai to be the substitute of these two literally-translated terms-Cihui Zukuai for lexical chunks in Chinese and Chengshi Yu for formulaic sequences in Chinese. This paper proposes that lexical chunks and formulaic sequences have respective linguistic and cognitive features, which direct L1 and L2 speakers to process lexico-semantic multiword units in discourse in different ways. They are the subordinate terms of multiword units in English. This paper claims that the present terms can refer to holistically processed multiword units due to their formulaic and chunking effects.The significant differences lie in their degree of compositionality and semantic productivity. The lexical chunks have higher compositionality and semantic transparency, whereas the formulaic sequences are dynamic lexico-semantic multiword units, which offer exemplars instead of chunks for the reconstruction of lexical items in certain discourses. With regard to the lexical features of meaning extension, recursion and creativeness, we figure out their working definitions and come to the conlusion that Yukuai is not a good terminology to cover all the features entailed in them.

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Construct definition and validity inquiry in SLA research

Cited by 139 publications

References 54 publications

Individual Learner Differences in CALL

Individual Learner Differences in CALL

The Study of Vocabulary Awareness Effect on Intermediate Language Learners’ Depth of Vocabulary Knowledge in Genuine Persian Texts

Lexical Chunks Formulaic Sequences and Yukuai: Study of Terms and Definitions of English Multiword Units

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