Complexity, accuracy and fluency in second language acquisition

By Alex Housen, F. Kuiken. 2009

805 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/afd02536fec6baf7f0cc6002173fa068262d1668

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In Developmental and Educational Psychology

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Citations in the corpus

Second language fluency: speaking style or proficiency? Correcting measures of second language fluency for first language behavior (2015, background): “Here we are concerned with ﬂuency as an aspect of overall speaking proﬁciency, also described as ﬂuency in the narrow sense (Chambers, 1997; Lennon, 1990) and often contrasted with the linguistic complexity and the accuracy of the linguistic forms that speakers use (Housen & Kuiken, 2009).”
Language learning and study abroad (2018, background): “SA research encompassing accuracy, defined as ‘the degree of deviancy from a particular norm’ (Housen & Kuiken 2009: 3), is normally included within studies of complexity, accuracy, and fluency and ‘cover a wide spectrum of methods in applied linguistics, ranging from holistic and subjective…”
The Development of Second Language Writing Complexity in Groups and Individuals: A Longitudinal Learner Corpus Study (2012, methodology): “…of Applied Linguistics on CAF research, these measures have, since the late ’70s, “figured asmajor research variables in applied linguistic research” (Housen & Kuiken, 2009, p. 461) and have been used for assessment of learner performance on specific written and oral tasks, as indicators of…”
Formulaic Language in Learner Corpora (2012, background): “…words, grammar, semantics, and social usage” (Ellis, 2008, p. 5), the use of phraseological units such as collocations, phrasal verbs, compounds, and idioms may impact positively or negatively on the three dimensions of language proficiency—complexity, accuracy, and fluency (Housen & Kuiken, 2009).”
Predicting pauses in L1 and L2 speech: the effects of utterance boundaries and word frequency (2016, neutral): “Fluency, together with complexity (with respect to syntax and lexis) and accuracy in L2 speech (with respect to morpho-syntax, lexis, and pronunciation), is one of the three perceptual dimensions of speech that develop as L2 learners ’ proficiency progresses (Housen and Kuiken 2009).”
Task-Based Language Learning (2011, background): “A theoretical construct of interest here is the notion of attention as “capacity” and the related issues of how increasing the attentional demands of tasks affect the fluency, accuracy, and complexity of speech production (see Housen & Kuiken, 2009a, 2009b).”
The Potential Role(s) of Writing in Second Language Development. (2012, background): “In addition, a number of recent studies that have looked at the impact of different output tasks on global measures of proficiency (Housen & Kuiken, 2009) suggest an impact on forms that are already part of the developing system (knowledge modification and consolidation).”
Fluency in Second Language Testing: Insights From Different Disciplines (2018, background): “…as a synonym for overall oral proficiency (e.g., Chambers, 1997; Luoma, 2004), in the field of second language assessment it is seen as one component of oral proficiency, complemented by others, such as the accuracy and complexity of the linguistic forms that speakers use (Housen & Kuiken, 2009).”
Phrasal complexity in academic writing: A comparison of abstracts written by graduate students and expert writers in applied linguistics (2018, background): “These three components have been the focus of many studies into second/foreign language learning (Housen & Kuiken, 2009).”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, methodology): “KEYWORDS EFL students; flipped classroom; writing CAF; writing performance”
MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS (2015, methodology): “By now, some useful guidelines have been produced on how to arrive at valid representations of the multidimensional and dynamic nature of CAF constructs (e.g., Norris & Ortega, 2009 ), to which researchers increasingly adhere.”
Task-Based Learner Production: A Substantive and Methodological Review (2016, background): “Applied Linguistics, 30, 590–601.”