Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts.
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| Title: | Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts. |
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| Authors: | Vasylets, Olena1 lena.vasylets@gmail.com, Gilabert, Roger1 rogergilabert@ub.edu, Manchón, Rosa Maria2 manchon@um.es |
| Source: | Instructed Second Language Acquisition. 2019, Vol. 3 Issue 2, p206-227. 22p. |
| Subject Terms: | *Second language acquisition, *Interlanguage (Language learning), *Study & teaching of language composition, *Oral communication education, *Lexicology, Semantics |
| Abstract: | Complexity of L2 output during oral or written task performance has been associated with the process of restructuring; that is, a qualitative change of the internal L2 system by which interlanguage becomes more elaborate and more efficient in communication. While online pressures may restrain the occurrence of restructuring in oral production, the availability of time and visibility of output in writing might create optimal conditions to deploy more complex linguistic structures, with the concomitant interlanguage development. To test these claims, we conducted a study in which we explored if and how the manifestation of lexical, syntactic and propositional L2 complexity was moderated by the mode in which the task was performed. Our participants were 290 instructed L2 learners. They performed orally and in writing a narrative video-retelling task. The analysis revealed moderating task-modality effects on L2 complexity. We found that the written texts displayed higher scores on all the sub-dimensions of syntactic and lexical complexity. Differences were also observed in the way speakers and writers conveyed the propositional content of the task. We interpret these findings as evidence of the facilitating conditions for restructuring during written production in instructed settings and, accordingly, of the language-learning-potential of L2 writing tasks. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 139714842 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vasylets%2C+Olena%22">Vasylets, Olena</searchLink><relatesTo>1</relatesTo><i> lena.vasylets@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Gilabert%2C+Roger%22">Gilabert, Roger</searchLink><relatesTo>1</relatesTo><i> rogergilabert@ub.edu</i><br /><searchLink fieldCode="AR" term="%22Manchón%2C+Rosa+Maria%22">Manchón, Rosa Maria</searchLink><relatesTo>2</relatesTo><i> manchon@um.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructed+Second+Language+Acquisition%22">Instructed Second Language Acquisition</searchLink>. 2019, Vol. 3 Issue 2, p206-227. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Interlanguage+%28Language+learning%29%22">Interlanguage (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+language+composition%22">Study & teaching of language composition</searchLink><br />*<searchLink fieldCode="DE" term="%22Oral+communication+education%22">Oral communication education</searchLink><br />*<searchLink fieldCode="DE" term="%22Lexicology%22">Lexicology</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Complexity of L2 output during oral or written task performance has been associated with the process of restructuring; that is, a qualitative change of the internal L2 system by which interlanguage becomes more elaborate and more efficient in communication. While online pressures may restrain the occurrence of restructuring in oral production, the availability of time and visibility of output in writing might create optimal conditions to deploy more complex linguistic structures, with the concomitant interlanguage development. To test these claims, we conducted a study in which we explored if and how the manifestation of lexical, syntactic and propositional L2 complexity was moderated by the mode in which the task was performed. Our participants were 290 instructed L2 learners. They performed orally and in writing a narrative video-retelling task. The analysis revealed moderating task-modality effects on L2 complexity. We found that the written texts displayed higher scores on all the sub-dimensions of syntactic and lexical complexity. Differences were also observed in the way speakers and writers conveyed the propositional content of the task. We interpret these findings as evidence of the facilitating conditions for restructuring during written production in instructed settings and, accordingly, of the language-learning-potential of L2 writing tasks. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/isla.38289 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 206 Subjects: – SubjectFull: Second language acquisition Type: general – SubjectFull: Interlanguage (Language learning) Type: general – SubjectFull: Study & teaching of language composition Type: general – SubjectFull: Oral communication education Type: general – SubjectFull: Lexicology Type: general – SubjectFull: Semantics Type: general Titles: – TitleFull: Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vasylets, Olena – PersonEntity: Name: NameFull: Gilabert, Roger – PersonEntity: Name: NameFull: Manchón, Rosa Maria IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 23984155 Numbering: – Type: volume Value: 3 – Type: issue Value: 2 Titles: – TitleFull: Instructed Second Language Acquisition Type: main |
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