Knowledge of Grammatical Use

Treffers‐Daller, Jeanine; Rogers, Vivienne

doi:10.1007/978-1-137-36831-7_8

Cited by 7 publications

(7 citation statements)

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“…The results strengthen the idea that receptive and productive vocabulary knowledge impact acquisition of the indefinite article with specificity, with receptive vocabulary knowledge specifically influencing the indefinite article and plural-s with the uninterpretable feature [unumber] with genericity. This was similarly found by Treffers-Daller and Rogers (2014), who noted that the uninterpretable feature with verb movement measure significantly correlated with receptive vocabulary knowledge.…”

Section:  supporting

confidence: 73%

“…The final factor, vocabulary knowledge, has been found in the present study to have (David et al, 2009;Treffers-Daller & Rogers, 2014). David et al (2009) determined that receptive vocabulary knowledge is related to the development of complex syntax in generic terms, such as mean length of utterance, but does not show any relationship with uninterpretable features.…”

Section: -What Roles Do Receptive and Productive Vocabulary Knowledge And General Proficiency Level Play In How Saudi-arabic Learners Of supporting

confidence: 45%

“…The results for vocabulary knowledge showed a significant relationship between Previous studies have investigated the relationship between vocabulary knowledge and syntactic features (David et al, 2009;Treffers-Daller & Rogers, 2014;Barbosa & Silva, 2020). The most recent of these by Barbosa and Silva (2020) investigated the correlation between receptive vocabulary knowledge and syntactic awareness and word writing with 42 third-grade elementary school students.…”

Section: Discussionmentioning

confidence: 82%

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The role of first language transfer in the acquisition of definiteness in specific and generic contexts by Saudi-Arabic learners of English

Aboras¹

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Studies on the acquisition of definiteness in English by Arabic learners have largely focused on the errors made using articles. The present study investigates the accuracy of Saudi-Arabic learners with regard to the different features associated with definiteness: specificity and genericity. Arabic, like English, contains a definite article and an indefinite article; however, article usage differs between the languages in that Saudi-Arabic tends to drop the indefinite article as it is not obligatory, as it is in English. The purpose of this study is therefore to examine the accuracy with which learners employ specificity and genericity and the effect of the first language on learners’ accuracy. The thesis examines the effects of proficiency level and vocabulary level (receptive and productive). Two experimental studies were carried out, the first focusing on specificity by testing the Bottleneck Hypothesis (Slabakova, 2008) and the Fluctuation Hypothesis (Ionin et al., 2004). The former posits that learners are able to map features between L1 and L2 and that similarities and differences between languages affects acquisition. The latter hypothesis relates to definiteness and specificity, postulating that learners fluctuate between article settings until they acquire the Article Choice Parameter in English. The second experiment focused on genericity with singular and plural contexts, testing the Bottleneck Hypothesis (Slabakova, 2008) and the Representational Deficit Hypothesis (Hawkins & Chan, 1997), which argues that learners cannot acquire a new uninterpretable feature if it is already set in their L1. These experiments demonstrated that the accuracy of Saudi-Arabic learners of English varies according to definiteness features, as the participants performed more accurately with specificity than with genericity. First language transfer affected uses involving genericity more than those involving specificity. The other factors – proficiency level and receptive and productive vocabulary knowledge – affected the learners’ accuracy with respect to both specificity and genericity.

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Section:  supporting

confidence: 73%

Section: -What Roles Do Receptive and Productive Vocabulary Knowledge And General Proficiency Level Play In How Saudi-arabic Learners Of supporting

confidence: 45%

Section: Discussionmentioning

confidence: 82%

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The role of first language transfer in the acquisition of definiteness in specific and generic contexts by Saudi-Arabic learners of English

Aboras¹

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“…Admittedly, this is a rather crude operationalization, but given that this is the first study to investigate phraseological complexity in this way, we felt that it represented a fair balance between a strictly bottom-up approach and imposing too much of our own intuition on the units extracted. The decision to use the lemmas instead of the surface forms was due to the highly inflected nature of French and follows the suggestion of Treffers-Daller (2013) to use lemmas in the calculation of complexity measures in French. In addition, this protects against a possible confound of accuracy in the calculation of our phraseological complexity measures because all inflected forms are treated equally.…”

Section: Methodsmentioning

confidence: 99%

Proficiency at the lexis–grammar interface: Comparing oral versus written French exam tasks

2023

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This study investigates whether re-thinking the separation of lexis and grammar in language testing could lead to more valid inferences about proficiency across modes. As argued by Römer, typical scoring rubrics ignore important information about proficiency encoded at the lexis–grammar interface, in particular how the co-selection of lexical and grammatical features is mediated by communicative function. This is especially evident when assessing oral versus written exam tasks, where the modality of a task may intersect with register-induced variation in linguistic output. This article presents the results of an empirical study in which we measured the diversity and sophistication of four-word lexical bundles extracted from a corpus of French proficiency exams. Analysis revealed that the diversity of noun-based bundles was a significant predictor of written proficiency scores and the sophistication of verb-based bundles was a significant predictor of proficiency scores across both modes, suggesting that communicative function as well as the constraints of online planning mediated the effect of lexicogrammatical phenomena on proficiency scores. Importantly, lexicogrammatical measures were better predictors of proficiency than solely lexical-based measures, which speaks to the potential utility of considering lexicogrammatical competence on scoring rubrics.

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“…We wrote an R script to search the lemmatized versions of the texts and extract adjectival modifiers and direct objects using the part of speech tags generated by TreeTagger. The decision to use the lemmatized version of texts is due to the highly inflected nature of French (see Treffers-Daller, 2013). This is particularly important when comparing speech and writing given that many verbal inflections are only marked orthographically (and not phonologically) in French (see Blanche-Benveniste & Adam, 1999).…”

Section: Methodsmentioning

confidence: 99%

Comparing the longitudinal development of phraseological complexity across oral and written tasks

Vandeweerd

Housen

Paquot

2022

Stud Second Lang Acquis

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This study builds upon previous research investigating the construct validity of phraseological complexity as an index of L2 development and proficiency. Whereas previous studies have focused on cross-sectional comparisons of written productions across proficiency levels, the current study compares the longitudinal development of phraseological complexity in written and oral productions elicited over a 21-month period from learners of French. We also improve upon the state of the art by including L1 data to benchmark learner levels of phraseological complexity. Phraseological complexity, operationalized as the diversity (no. types) and sophistication (PMI) of adjectival modifiers (adjective + noun) and direct objects (verb + noun), was generally higher in learner writing as compared to speaking. Over the study period, the sophistication of phraseological units increased slightly but developmental patterns were found to differ between tasks, highlighting the importance of considering task characteristics when measuring phraseological complexity.

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Knowledge of Grammatical Use

Cited by 7 publications

References 0 publications

The role of first language transfer in the acquisition of definiteness in specific and generic contexts by Saudi-Arabic learners of English

The role of first language transfer in the acquisition of definiteness in specific and generic contexts by Saudi-Arabic learners of English

Proficiency at the lexis–grammar interface: Comparing oral versus written French exam tasks

Comparing the longitudinal development of phraseological complexity across oral and written tasks

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