Linguistic adaptability across genres and modalities: A corpus-based investigation of a key component of L2 proficiency

该项目解决了语言学习和测试中的一个至关重要的问题--第二语言(L2)语言熟练程度的构建。它特别注重熟练程度的一个重要组成部分，即语言适应能力，即根据不同的交际环境和需要调整语言使用的能力。这项研究将最新的语料库方法与语言测试和评估(LTA)研究的进展相结合，以解决这一主题，并为第二语言习得(SLA)和LTA理论做出贡献。这项研究还试图通过与英国文化协会(BC)的密切合作，将这些发现直接应用到LTA实践中。BC是一个主要的国际组织，专门提供英语教学和测试。了解哪些因素影响用第二语言进行有效沟通的能力，对于确定语言使用者是否有可能在特定的语言使用领域取得成功至关重要。通常，语言熟练程度是根据特定的语言模式(如说话)或体裁(如学术写作)进行评估的(Bachman&Palmer，2010)。然而，对于二语使用者如何跨模式和体裁调整他们的语言的关注较少，这是语篇能力(Canale，1983)和成功交际(Taguchi&Roever，2017)的一个关键因素。调整语言以适应不同的交际要求的能力依赖于一系列复杂的词汇语法资源，以及对不同体裁/模式的适当/期望的语用知识。因此，研究语言顺应性有助于扩大我们对语言习得不同阶段的语言水平的理解。这样的理解对语言测试和评分表的发展具有重要意义，这些评价表旨在全面评估二语学习者的交际能力。

The project addresses an issue of critical importance in language learning and testing - the construct of linguistic proficiency in a second language (L2). In particular, it focuses on a crucial component of proficiency, linguistic adaptability, that is, the ability to adapt the use of language according to different communicative contexts and needs. The study combines state-of-the-art corpus methods with advances in language testing and assessment (LTA) research to address the topic and to contribute to second language acquisition (SLA) and LTA theory. The study also seeks to apply the findings directly in LTA practice by closely collaborating with the British Council (BC), a major international organisation specialising in the delivery of English teaching and testing.Understanding what factors affect the ability to communicate effectively in L2 is critical for determining whether language users are likely to be able to perform successfully in a certain domain of language use. Typically, linguistic proficiency has been assessed in relation to specific language modes (e.g. speaking) or genres (e.g. academic writing) (Bachman & Palmer, 2010). However, less attention has been paid to understanding how L2 users can adapt their language across modes and genres, a key element of discourse competence (Canale, 1983) and of successful communication (Taguchi & Roever, 2017). The ability to adjust language in response to different communicative requirements relies on a complex array of lexico-grammatical resources and on pragmatic knowledge of what is appropriate/expected across different genres/modalities. Studying linguistic adaptability would thus help to expand our understanding of language proficiency at different stages of language acquisition. Such understanding has implications for the development of language tests and rating scales that seek to comprehensively assess the communicative abilities of L2 learners.