Capturing Accuracy in Second Language Performance
The Case for a Weighted Clause Ratio
Bibliographic Data
| ID | 24220573 |
|---|---|
| Authors | Pauline Foster, Gillian Wigglesworth (0000-0003-2753-5200) |
| Year | 2016 |
| Volume | 36 |
| Pages | 98-116 |
| Publication date | 2016-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190515000082 |
| OpenAlex | W2314667874 |
| Language | EN |
| Citations received | 40 |
| References cited | 13 |
As increasing numbers of research papers in applied linguistics, language learning, and assessment use discourse analysis techniques to assess accuracy in performance, it is timely to examine at a detailed level the wide variety of measures employed. Ideally, measures need to capture accuracy in as valid and reliable a way as possible, but this has proved elusive. In this article, we systematically review the variety of different measures in used in these fields, both global and local, before presenting a more finely tuned weighted clause ratio measure which classifies errors at different levels, that is, those that seriously impede communication, those that impair communication to some degree, and those that do not impair communication at all. The problem of reliably identifying these levels is discussed, followed by an analysis of samples from written and spoken second language performance data. This new measure, grounded in a comprehensive review of prior practice in the field, has the advantages of being relatively easy to use, measuring accuracy rather than error, and evaluating smaller increases in improved performance than have previously been possible.
accuracy measures · Discourse analysis · Error Analysis · error classification · Language assessment · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning
Reflect, Revisit, Reimagine
Complexity, Accuracy, and Fluency (CAF) as a Pedagogical Target
Task-Based Language Teaching
Using automated written corrective feedback in the writing classrooms
The effects of machine translation (MT) use on the writing quality and perceptions of L2 writers across proficiency levels
The relation between linguistic accuracy and scoring of Swedish EFL students’ writing during a high-stakes exam
The Effect of Task Complexity on Second Language Writing Performance Between Computer‐Assisted Individual and Collaborative Writing
Improving Chinese EFL Learners’ Oral Proficiency Through Video-Enhanced Project-Based Learning
Effects of Collaborative Writing on EFL Learners’ Writing Accuracy, Fluency, and Complexity
The effects of task complexity on second language writing processes and products in computer-assisted collaborative writing
Age effects in spoken second language vocabulary attainment beyond the critical period
The effects of proficiency level and dual-task condition on L2 self-monitoring behavior
Performance Profiles on Second Language Speaking Tasks
Intricacies of the Multifaceted Triad-Complexity, Accuracy, and Fluency
Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
Effects of Learners’ Proficiency Pairing on Task Engagement and Text Quality in L2 Digital Collaborative Writing
The distributed practice effects of speaking task repetition
Exploring the effects of task sequencing on L2 oral performance from the perspective of the SSARC model
L2 development in an intensive Study Abroad EAP context
Predicting functional adequacy from complexity, accuracy, and fluency of second-language picture-prompted speaking
Cross-linguistic influence and plural marking
How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels
Roles of collocation in L2 oral proficiency revisited
Online Writing Behaviors, Writing Outcomes, and Task Complexity in Computer‐Assisted Collaborative Writing
Investigation of Chinese College Students’ Perceptions, Needs, and Self-Assessment of Spoken English Competency
Domain‐General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings
Replication research in computer-assisted language learning
Reflecting on task-based language teaching from an Instructed SLA perspective
Linking second language speaking task performance and language testing
How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type
To What Extent Does Long‐Term Foreign Language Education Help Improve Spoken Second Language Lexical Proficiency
The effect of task authenticity on second language writing product and process
Are my learners advanced
The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development
Assessing written production in L2 Mandarin Chinese
Chatting with Your Peers across Modalities
The Role of Teacher-Generated, Learner-Generated, and Creative Content in Chinese EFL Students' Narrative Writing
Multi- or Single-Word Units? The Role of Collocation Use in Comprehensible and Contextually Appropriate Second Language Speech
First Language Literacy and Second Language Oracy
Task Effects on Linguistic Complexity and Accuracy
Second language development in writing
Handbook of second language acquisition
Cognitive task complexity and written output in Italian and French as a foreign language
The Influence of Planning and Task Type on Second Language Performance
Learners’ Processing, Uptake, and Retention of Corrective Feedback on Writing
Caf
Measuring spoken language
Pair versus individual writing
Sociocognitive Perspectives on Language Use and Language Learning
Negative Feedback Incorporation Among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish
Measures of Linguistic Accuracy in Second Language Writing Research
| Citations per year | 4.44 |
|---|---|
| Citation span | 2017 - 2026 (10) |
| Highly cited | No |