A dynamic usage based perspective on L2 writing
A dynamic usage based perspective on L2 writing
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DOI：
10.1016/j.jslw.2012.03.007
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发表时间：
2012-09-01
影响因子：
6.1
通讯作者：
Xu, Xiaoyan
中科院分区：
文献类型：
--
作者：
Verspoor, Marjolijn;Schmid, Monika S.;Xu, Xiaoyan
本研究的目的是探索基于动态用法（DUB）的视角对建立评估二语学习者书面文本的客观衡量标准的贡献，同时深入了解语言发展的动态过程。由具有类似背景的荷兰英语第二语言学习者撰写的 437 篇文本按照熟练程度进行了整体编码，范围从初级到中级（根据欧洲共同参考框架，A1.1 到 B1.2）。每个文本都针对从句子、短语和单词级别的文献中提取的 64 个变量进行了手工编码。统计分析表明，已知的广泛的、经常出现的、用于区分写作专业知识熟练程度的衡量标准也在这个语料库中发挥了作用：句子长度。 Guiraud 索引、所有从属子句的合并、所有块的合并、所有错误的合并以及现在时和过去时的使用。然而，几乎所有具体结构都显示出非线性发展、变化以及变量之间不断变化的关系，正如人们从基于动态使用的角度所期望的那样。 1级和2级之间主要发生词汇变化，2级和3级之间主要发生句法变化，3级和4级之间同时出现词汇和句法变化。 4 级和 5 级之间的过渡仅以词汇变化为特征：助词、复合词和固定短语。该研究表明，即使是简短的写作样本也可用于评估较低水平的第二语言熟练程度的一般熟练程度，并且对不同熟练程度水平的样本进行横断面研究可以为动态第二语言发展模式提供有价值的见解。 (C) 2012 Elsevier Inc. 保留所有权利。
The goal of this study was to explore the contribution that a dynamic usage based (DUB) perspective can bring to the establishment of objective measures to assess L2 learners' written texts and at the same time to gain insight into the dynamic process of language development. Four hundred and thirty seven texts written by Dutch learners of English as an L2 with similar backgrounds were holistically coded for proficiency level, which ranged from beginner to intermediate (A1.1 to B1.2 according to the Common European Framework of Reference). Each text was hand coded for 64 variables as distilled from the literature at sentence, phrase, and word level. Statistical analyses showed that broad, frequently occurring, measures known to distinguish between proficiency levels of writing expertise did so in this corpus too: sentence length. the Guiraud index, all dependent clauses combined, all chunks combined, all errors combined, and the use of present and past tense. However, almost all specific constructions showed non-linear development, variation, and changing relationships among the variables as one would expect from a dynamic usage based perspective. Between levels 1 and 2 mainly lexical changes took place, between levels 2 and 3 mainly syntactic changes occurred, and between levels 3 and 4 both lexical and syntactic changes appeared. The transition between levels 4 and 5 was characterized by lexical changes only: particles, compounds, and fixed phrases. The study shows that even short writing samples can be useful in assessing general proficiency at the lower levels of L2 proficiency and that a cross-sectional study of samples at different proficiency levels can give worthwhile insights into dynamic L2 developmental patterns. (C) 2012 Elsevier Inc. All rights reserved.