Adjusting Expectations: The Study of Complexity, Accuracy, and Fluency in Second Language Acquisition

By D. Larsen-Freeman. 2009

241 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/8d1cde6139d87b2dfcaabb2f1a3f7edcaaae556b

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In Artificial Intelligence

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

The Role of Metalanguage in Supporting Academic Language Development. (2013, background): “Design-based research and the study of microdevelopment is needed to study language development in contexts of use (Larsen-Freeman & Cameron, 2008), and the measure of development, from this perspective, needs to be participation and content learning, not linguistic accuracy. Larsen-Freeman (2009) s”
The Role of Cognitive and Affective Factors in Measures of L2 Writing (2018, methodology): “Finally, following Larsen-Freeman (2009), fluency of learners’ writings was estimated with regard to the average number of words per T-unit.”
The Development of Complexity, Accuracy, and Fluency in Second Language Performance: A Longitudinal Study (2017, background): “Researchers who assume a DST or the similar complexity theory (Larsen-Freeman 2009) reject a cause-and-effect model of language learning (de Bot et al. 2007).”
Assessing syntactic sophistication in L2 writing: A usage-based approach (2017, background): “Larsen-Freeman (2009) and Norris & Ortega (2009) suggest that large-grained clausal indices also obscure the linguistic variation that occurs in language development, and if used for assessing test performance, may contribute to misleading inferences about test takers.”
Language learning and study abroad (2018, background): “In order to meet the challenges of investigating the intricate interaction between elements, Larsen-Freeman (2009), therefore, calls for ‘more longitudinal and nonlinear research, in which difference and variation occupy a central role, and for a broader conceptual framework, such as that offered…”
Phrasal complexity in academic writing: A comparison of abstracts written by graduate students and expert writers in applied linguistics (2018, background): “Numerous studies have sought to find an objective and reliable metric for successfully gauging learners’ syntactic development in L2 writing (e.g., Larsen-Freeman, 1978, 2009; Lu, 2011; Ortega, 2003; Wolfe-Quintero, Inagaki, & Kim, 1998).”
The Development of Second Language Writing Complexity in Groups and Individuals: A Longitudinal Learner Corpus Study (2012, background): “…patterns and accounting for variation and degrees of this variation (Byrnes, 2009; Ortega & Byrnes, 2008; Pallotti, 2009); and capturing the interrelation of multiple developing interlanguage subsystems (Larsen‐ Freeman, 2009; Verspoor, de Bot, & Lowie, 2011; Verspoor, Lowie, & van Dijk, 2008).”
Measuring Syntactic Complexity in L2 Writing Using Fine‐Grained Clausal and Phrasal Indices (2018, background): “, specificity) of large-grained syntactic complexity indices (Larsen–Freeman, 2009; Norris & Ortega, 2009; Wolfe–Quintero et al., 1998).”