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To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association ...
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To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association ...
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Roles of collocation in L2 oral proficiency revisited: Different tasks, L1 vs. L2 raters, and cross-sectional vs. longitudinal analyses ...
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Roles of collocation in L2 oral proficiency revisited: Different tasks, L1 vs. L2 raters, and cross-sectional vs. longitudinal analyses ...
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sj-docx-1-las-10.1177_00238309211013865 – Supplemental material for To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association ...
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sj-docx-1-las-10.1177_00238309211013865 – Supplemental material for To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association ...
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Domain-general auditory processing determines success in second language pronunciation learning in adulthood: a longitudinal study
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A longitudinal investigation of explicit and implicit auditory processing in L2 Segmental and Suprasegmental Acquisition
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Domain-general auditory processing partially explains second language speech learning in classroom settings: a review and generalization study
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Domain-general auditory processing explains multiple dimensions of L2 acquisition in adulthood
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Data for: Dunning-Kruger Effect in Second Language Speech Learning: How Does Self Perception Align with Other Perception Over Time? ...
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Data for: Dunning-Kruger Effect in Second Language Speech Learning: How Does Self Perception Align with Other Perception Over Time? ...
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Domain-General Auditory Processing Explains Multiple Dimensions of L2 Acquisition in Adulthood
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Aptitude, experience and second language pronunciation proficiency development in classroom settings: a longitudinal study
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Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
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Abstract:
This study analyzed the contribution of lexical factors to native-speaking raters’ assessments of comprehensibility and nativeness in second language (L2) speech. Using transcribed samples to reduce non-lexical sources of bias, 10 naïve L1 English raters evaluated speech samples from 97 L2 English learners across two tasks (picture description and TOEFL integrated). Subsequently, the 194 transcripts were analyzed through statistical software (e.g., Coh-metrix, VocabProfile) for 29 variables spanning various lexical dimensions. For the picture description task, separation in lexical correlates of the two constructs was found, with distinct lexical measures tied to comprehensibility and nativeness. In the TOEFL integrated task, comprehensibility and nativeness were largely indistinguishable, with identical sets of lexical variables, covering dimensions of diversity and range. Findings are discussed in relation to the acquisition, assessment, and teaching of lexical properties in L2 speech.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/27961/1/27961.pdf https://eprints.bbk.ac.uk/id/eprint/27961/ https://doi.org/10.1075/itl.17026.app
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To what extent does long-term foreign language education help improve spoken second language lexical proficiency?
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Individual differences in second language speech learning in classroom settings: roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation
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The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech
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The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment
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Successful second language learning is tied to robust domain-general auditory processing and stable neural representation of sound
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