L2 development in an intensive Study Abroad EAP context

Abstract

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.

To What Extent Are Multiword Sequences Associated With Oral Fluency?

“…Third, the qualitative analysis highlighted an interesting pattern of use of discourse markers across proficiency level: The more proficient speakers used discourse markers more frequently. This finding supports earlier research documenting an increase in the use of discourse markers in oral production when proficiency develops (Tavakoli, ), and highlights the significant role of discourse markers as a useful communicative device for compensating for resource deficits in L2 processing and giving a positive impression of speakers (Préfontaine & Kormos, ).…”

Multi‐ or Single‐Word Units? The Role of Collocation Use in Comprehensible and Contextually Appropriate Second Language Speech

“…Given that L2 learners’ speech becomes increasingly comprehensible, natural, and appropriate after long periods of immersion (Derwing & Munro, ; Tavakoli, ), it is reasonable to assume that adult L2 speech learning will develop on a continuum of low, mid, and high L2 comprehensibility and lexical appropriateness. Under this assumption, the cross‐sectional findings of the current study can be interpreted as providing indirect support for frequency effects in adult L2 speech learning, that is, L2 learners come to start using not only frequent and concrete but also infrequent and abstract vocabulary in tandem with increased L2 proficiency and experience.…”

“…In the field of applied linguistics, few would disagree with the fundamental idea that lexical and morphosyntactic appropriateness are key components of L2 oral proficiency. Furthermore, it is well known that L2 learners’ language generally becomes more accurate as a function of increased practice, experience, and exposure to the target language (Tavakoli, ). Historically, the global accuracy of L2 speech has been analyzed by tallying the number of times speakers make specific lexicogrammar errors in obligatory contexts (e.g., every clause or 100 words; for a review, see Housen, Kuiken, & Vedder, ).…”

To What Extent Does Long‐Term Foreign Language Education Help Improve Spoken Second Language Lexical Proficiency?

“…Assuming that L2 learners’ proficiency develops on the continuum of beginner to advanced (as operationalized in general proficiency tests), the results suggest that the two major dimensions—appropriateness and sophistication—interact to reflect lexical aspects of L2 speech learning over time to a great degree. According to previous longitudinal investigations, L2 learners’ vocabulary use indeed quickly becomes more accurate (Llanes & Muñoz, ; Mora & Valls‐Ferrer, ) and more diverse and complex (Tavakoli, ) within a short period of immersion (2–3 months of study abroad). Focusing on international students in ESL classrooms over one academic year, Crossley et al.…”