Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis

By P. Skehan. 2009

1,063 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/aa5cbcc07f48426689b5972ebf6ea83779f5629c

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Citations in the corpus

Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “This implies that a complex trade-off between grammar complexity and accuracy (cf. Skehan, 2009; Robinson, 2011) might be associated with different learning goals.”
Task-Based Language Learning (2011, background): “1, June 2011, pp. 1–36 16 Skehan, 2009a, calls “complexifying/pressuring” influences) or less difficult (what Skehan calls “easing/focusing” influences) are related to the stages of speech production that Levelt (1989) described.”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “It is the learners’ ability to use their interlanguage complexity without erroneous structures (Ellis & Barkhuizen, 2005; Skehan, 2009).”
Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes (2014, background): “Skehan (2009) posits that task factors may impose more or less pressure at the conceptualization and/or formulation stages of the speech production process, and the linguistic outcomes of task performance are influenced by the extent to which these stages can handle the cognitive demands imposed by…”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, neutral): “To investigate interactional moves, decision-making tasks were administered that provided students with a communicative context (Pica, Kanagy, & Falodun, 1993; Skehan, 2009).”
Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, background): “…suggested that L2 learners with larger vocabularies might be equipped with well-organised lexical networks (Meara 1990, 2006), and therefore might be able to retrieve L2 words more economically and immediately in real-time communication (de Bot 1992; Kormos 2006; Levelt 1989; Skehan 2009).”
The task is not enough: Processing approaches to task-based performance (2012, methodology): “Remarkably, they have been influenced in reverse directions regarding individual vs. pair based transcription, which adds to the insight that they are not the same thing (Skehan, 2009b).”
The Development of Complexity, Accuracy, and Fluency in Second Language Performance: A Longitudinal Study (2017, background): “Lexis is an additional necessary subcomponent of CAF (Skehan 2009b).”
Does a Speaking Task Affect Second Language Comprehensibility (2015, background): “, Trofimovich & Isaacs, 2012)—despite evidence that linguistic resources needed for speakers to successfully complete a task depend on several variables, including task formality and complexity (Kormos, 2006; Robinson, 2005; Segalowitz, 2010; Skehan, 2009).”
Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work (2012, background): “Wigglesworth and Storch (2009) also discussed the impact that collaborative writing tasks may have in the L2 assessment context.”