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2 results

  • Exploring Multi-Word Combinations as Measures of Linguistic Accuracy in Second Language Writing

  • Edited by Bert Le Bruyn, Magali Paquot
  • Book:
    Learner Corpus Research Meets Second Language Acquisition
    Published online:
    29 December 2020
    Print publication:
    21 January 2021, pp 96-121

  • Summary

    While written language development involves reducing erroneous expressions, traditional error-based measures are problematic for several reasons, including low inter-coder reliability for lexical errors, limited sensitivity for capturing development within a short time period, and the questionable separation of lexical and grammatical errors. Given these problems, we explore automated accuracy measures rooted in a usage-based theory of Second Language Acquisition, which views language as a set of constructions or chunks. For this study, we examined 139 essays in terms of using traditional measures of complexity, accuracy, lexical sophistication, and fluency, as well as novel corpus-based n-gram measures. A factor analysis was conducted to explore how traditional measures grouped with corpus-based measures, and regression analyses were used to examine how corpus-based measures predicted error counts and holistic accuracy scores. With the results of these analyses, we suggest that automated n-gram based measures are a viable alternative to traditional accuracy measures.

  • Incidental vocabulary learning in a natural reading context: an eye-tracking study

  • ALINE GODFROID, JIEUN AHN, INA CHOI, LAURA BALLARD, YAQIONG CUI, SUZANNE JOHNSTON, SHINHYE LEE, ABDHI SARKAR, HYUNG-JO YOON
  • Journal:
    Bilingualism: Language and Cognition / Volume 21 / Issue 3 / May 2018
    Published online by Cambridge University Press:
    09 June 2017, pp. 563-584

  • This study responds to the call for more ecologically valid psycholinguistic research (Spivey & Cardon, 2015) by examining how readers incidentally acquire multifaceted vocabulary knowledge while reading a long, authentic text. Using eye tracking, we explore how the processing of unfamiliar words changes with repeated exposure and how the repeated exposure and processing affect word learning. In two sessions, native and non-native English speakers read five chapters of an authentic English novel containing Dari words. After reading, participants received a comprehension test and three surprise vocabulary tests. Growth curve modeling revealed a non-linear decrease in reading times that followed an S shaped curve. Number of exposures was the strongest predictor of vocabulary learning (form and meaning), while total reading time independently contributed to the learning of word meaning. Thus, both quantity and quality of lexical processing aid incremental vocabulary development and may reveal themselves differently in readers’ eye movement records.