1,720,968 research outputs found
Language aptitude and crosslinguistic influence in initial L2 learning
No full textLanguage-learning aptitude and crosslinguistic similarity between learners’ first language (L1) and the target second language (L2) are both known to facilitate successful L2 learning. However, these phenomena have rarely been investigated together in the same study. To address this research gap in second language acquisition, the present study was carried out with 92 international students of Swedish as a L2, with diverse L1 backgrounds. The participants first completed a language aptitude test upon entering a six-week introductory L2 course at the beginning level. Their L1 background was categorized in relation to the target language as either similar (Germanic L1) or distant (non-Germanic L1). At the end of the course, the participants completed a test of L2 achievement. Regression analyses of achievement scores, with language aptitude and L1 background as independent variables, revealed that crosslinguistic similarity explained at least as much variance in L2 achievement as did language aptitude. When comparing the effects of aptitude in the two L1 subsamples, language aptitude was found to be more important for the learners with a typologically similar L1, than for the learners with a more distant L1. In addition, the results provide support to theoretical proposals made in the individual differences literature that indicate that auditory processing ability may be of particular importance in the earliest stages of L2 acquisition.</p
Validity considerations in the study of language learning aptitude
No full textLanguage learning aptitude is a hypothesized psychological construct that has been used to explain differences in how fast and how well people can acquire a second language (L2). It is generally assumed that language learning aptitude is a multidimensional phenomenon, meaning that it consists of sub-constructs that are not necessarily interrelated. Research on language aptitude and its relationship with language learning outcomes has been undertaken for at least 70 years but much still remains unknown about the nature of this construct. Key to understanding the effects of a hypothesized latent trait like language aptitude is to ensure that it can be meaningfully quantified, and also that whatever real world observations that the trait is supposed to be linked to (in this case, L2 acquisition) can be measured with sufficient accuracy. The present thesis set out to explore issues in the measurement of both language learning aptitude and its predicted outcome (L2 acquisition), specifically applied to a context in which the L2 is Swedish. The validity of an increasingly popular test of language aptitude, the LLAMA, was examined in detail and a test of Swedish receptive vocabulary for L2 learners (the SweLT) was developed with the aim of efficiently serving various research purposes, including the study of language aptitude effects. In addition, theoretical and methodological issues in the assessment of individual differences in second language acquisition were outlined. The results from the empirical studies suggest that the LLAMA suffers from imprecision but that it may still be useful in research if due care is given to the interpretation of the obtained test scores. For quick assessment of general proficiency in Swedish, the SweLT seems to be a promising candidate but further refinement of this test is called for. Finally, some possible implications of aptitude research are discussed, including future use of aptitude tests as practical tools for individual adaptation of educational programs for adult L2 learners of Swedish. The findings of this thesis make it clear that the LLAMA would not be suitable for this purpose.
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
SweLT 1.0 : konstruktion och pilottestning av ett nytt svenskt frekvensbaserat ordförrådstest
No full textEtt flervalstest av receptivt ordförråd, baserat på information om ordfrekvens, konstruerades och provades ut i en pilotstudie. Orden samplades ur en svensk korpusderiverad basordlista från frekvensnivåerna 2000, 3000, 5000 och 8000 (definierade som frekvensband med 1000 ord vardera). Studiens deltagare utgjordes av 290 personer med svenska som främmande- eller andraspråk. De flesta item fungerade väl och reliabiliteten var god förutom i 2K-nivån, där en tydlig takeffekt gav låg varians i mätdata. I linje med vad tidigare forskning har visat, följde testresultaten ett implikationellt mönster med distinkt progression i svårighet från lägre till högre nivå och detta förhållande kunde iakttas både på grupp- och individnivå. Deltagarnas färdighetsnivå (GERS), enligt lärarbedömning eller kursplacering, visade signifikant korrelation med poängresultat på ordtestet, dock något lägre än väntat. Slutligen föreslås en modell för hur testpoäng kan användas för kvantifiering av receptivt ordförråd.</p
Validity considerations in the study of language learning aptitude
No full textLanguage learning aptitude is a hypothesized psychological construct that has been used to explain differences in how fast and how well people can acquire a second language (L2). It is generally assumed that language learning aptitude is a multidimensional phenomenon, meaning that it consists of sub-constructs that are not necessarily interrelated. Research on language aptitude and its relationship with language learning outcomes has been undertaken for at least 70 years but much still remains unknown about the nature of this construct. Key to understanding the effects of a hypothesized latent trait like language aptitude is to ensure that it can be meaningfully quantified, and also that whatever real world observations that the trait is supposed to be linked to (in this case, L2 acquisition) can be measured with sufficient accuracy. The present thesis set out to explore issues in the measurement of both language learning aptitude and its predicted outcome (L2 acquisition), specifically applied to a context in which the L2 is Swedish. The validity of an increasingly popular test of language aptitude, the LLAMA, was examined in detail and a test of Swedish receptive vocabulary for L2 learners (the SweLT) was developed with the aim of efficiently serving various research purposes, including the study of language aptitude effects. In addition, theoretical and methodological issues in the assessment of individual differences in second language acquisition were outlined. The results from the empirical studies suggest that the LLAMA suffers from imprecision but that it may still be useful in research if due care is given to the interpretation of the obtained test scores. For quick assessment of general proficiency in Swedish, the SweLT seems to be a promising candidate but further refinement of this test is called for. Finally, some possible implications of aptitude research are discussed, including future use of aptitude tests as practical tools for individual adaptation of educational programs for adult L2 learners of Swedish. The findings of this thesis make it clear that the LLAMA would not be suitable for this purpose.
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Predictive validity of the LLAMA language aptitude tests in a group of mixed L1 beginner learners of Swedish
No full textIn studies of second language (L2) learning aptitude, research using the LLAMA aptitude tests (Meara,2005) has grown in recent years to over 40 published studies so far. Although LLAMA was not validated priorto its release, later research (e.g. Grañena & Long, 2013) has contributed validity evidence mainly from samplesof intermediate or advanced L2 learners. Often, however, L2 is narrowly represented by, for example, agrammaticality judgement task, and there is also a lack of consistency in the correlational evidence betweenLLAMA and L2 tasks. Some studies rely on small, outlier sensitive, samples. All together, no clear picture hasemerged regarding the predictive validity of the four subtests of LLAMA, the facets of L2 proficiency they relateto, and covariation with learner level. A continuous investigation of validity evidence is therefore necessary.Mixed L1 adult learner groups at beginner level is a common situation in many L2 classrooms today. Skehan(1998) suggested that for L2 beginners, auditory processing ability is of particular importance. This has gainedsome LLAMA-derived evidence recently (Artieda & Muñoz, 2016) but otherwise, general proficiency amongL2 beginners is not well represented in existing LLAMA research. The aim of the present study was to explorethe predictive validity of LLAMA in a sample of mixed L1 adult beginners of Swedish as a L2, and possiblybeing able to confirm the role of auditory processing among beginners.International newly arrived university students (n = 93) with a range of L1 backgrounds, participating in aSwedish (L2) language course for beginners, took part in the study. Half way into their six weeks’ training, thestudents were administered the LLAMA battery, consisting of four subtests: B (vocabulary learning), D (soundrecognition) , E (sound-symbol correspondence) and F (grammatical inferencing). Upon finishing the course,they completed a C-test (cf. Klein-Braley, 1997), measuring general L2 proficiency.LLAMA scores were correlated with scores from the C-test, reaching significance only for LLAMA D (r = 0.30).However, when controlling for participants’ L1, by grouping them into European (mainly Germanic) and non-European (mainly East-Asian) L1s, the correlation with LLAMA D in the European group was 0.50 whenapplying a robust (less outlier sensitive) regression method (cf. Figure 1). A weaker significant correlation wasobserved for LLAMA E (sound-symbol correspondence). In the non-European group, no correlations reachedsignificance. The differential impact of aptitude observed in the two L1 groups was likely due to speakers ofnon-European, typologically distant, L1s having difficulties in acquiring even basic Swedish skills in a shorttime, resulting in low C-test scores also for high-aptitude learners.The results confirm previous findings that auditory processing ability (LLAMA D) seems to be a valid predictorof initial L2 learning. They also highlight methodological considerations, such as the effect of applying robuststatistics, as well as using tasks of appropriate difficulty when subsets of participants may be expected to performat different proficiency levels.The present study makes an important contribution to L2 learning aptitude research by adding knowledge aboutthe predictive validity of LLAMA.</p
Psychometric Assessment
No full textThis chapter discusses psychometric considerations in the study of how individual differences in cognitive abilities, such as language aptitude or working memory, influence second language acquisition. Psychometrics, or test theory, describes procedures for developing tests and evaluating their suitability for an intended assessment purpose. Significant issues in test construction include item analysis, test scoring, reliability, and validity; these topics make up the main part of the chapter and they are discussed in the contexts of both classical test theory and item response theory. Importantly, it is pointed out that lack of attention to psychometric concerns may negatively impact knowledge production in the field of second language acquisition. The final parts of the chapter provide examples of how test theoretical problems have been treated in previous research on individual differences in second language acquisition, and suggestions are made for enhancing psychometric awareness in the research community.</p
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