Assessed Levels of Second Language Speaking Proficiency: How Distinct?

By Noriko Iwashita, Annie Brown, Tim McNamara, S. O’Hagan. 2007

406 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/f1d9c4d61d4089389828b17937574f2d4b4a54e1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Predicting pauses in L1 and L2 speech: the effects of utterance boundaries and word frequency (2016, positive): “Indeed, human judgements on overall L2 proficiency are related to aspects of fluency (e. g., Iwashita et al. 2008).”
Fluency in Second Language Testing: Insights From Different Disciplines (2018, background): “This is especially the case when (as in Iwashita et al., 2008) the rubrics of speaking proficiency actually contained aspects of fluency. What is apparent in the descriptors is likely to emerge as a significant predictor (if it is perceptually salient and deemed important). In Kahng’s (2014) study, ”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “In the literature, there are mixed fi ndings as to whether selfcorrections are a dysfl uency indicator (see Freed, 1995 ; Iwashita et al., 2008 ; Lennon, 1990 ; Riggenbach, 1991 ).”
Lexical Sophistication as a Multidimensional Phenomenon: Relations to Second Language Lexical Proficiency, Development, and Writing Quality (2018, positive): “…be related to other elements important for predicting lexical proficiency such as fluency, comprehensibility, lexical diversity, proportion of lexical errors, and L2 learners’ metacognitive strategies for lexical use (Chapelle, 1994; Iwashita et al., 2008; Lu, 2012; Read, 2000; Saito et al., 2016).”
Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration (2011, background): “Iwashita et al. (2008) found vocabulary use to be the strongest predictor of oral proficiency ratings, and correlation coefficients of .70 and higher have been reported between learners’ vocabulary size and their scores on reading and listening comprehension tests (Qian 1999; Staehr 2009).”