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）的语言能力的构建。特别是，它侧重于熟练程度的一个重要组成部分，语言适应性，即根据不同的交际环境和需要调整语言使用的能力。本研究将语料库方法与语言测试和评估（LTA）研究的最新进展相结合，以解决这一问题，并为二语习得（SLA）和LTA理论做出贡献。本研究亦透过与英国理事会（BC）的紧密合作，将研究结果直接应用于二语习得的实践中。BC是一个主要的国际组织，专门从事英语教学和测试。了解影响二语有效沟通能力的因素，对于确定语言使用者是否有可能在某个语言使用领域取得成功至关重要。通常，语言能力的评估与特定的语言模式（例如口语）或体裁（例如学术写作）有关（Bachman & Palmer，2010）。然而，很少有人关注二语使用者如何跨模式和体裁调整他们的语言，这是话语能力（卡纳莱，1983）和成功沟通的关键因素（田口和罗弗，2017）。根据不同的交际要求调整语言的能力依赖于一系列复杂的词汇语法资源和对不同体裁/模态的适当/预期的语用知识。因此，研究语言适应性将有助于扩大我们对语言习得不同阶段的语言能力的理解。这种理解对旨在全面评估二语学习者交际能力的语言测试和评分量表的发展具有启示意义。

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.