Understanding L2 Proficiency : : Theoretical and Meta-Analytic Investigations.

• Superior document: Bilingual Processing and Acquisition Series ; v.13
• Author: Jeon, Eun Hee.
• TeilnehmendeR: In'nami, Yo.
• Place / Publishing House: Amsterdam/Philadelphia : : John Benjamins Publishing Company,, 2022.; Ã2022.
• Year of Publication: 2022
• Edition: 1st ed.
• Language: English
• Series: Bilingual Processing and Acquisition Series
• Physical Description: 1 online resource (402 pages)

This edited volume is a collection of theoretical and empirical overview of second language (L2) proficiency based on four skills: reading, writing, listening, and speaking.

Table of Contents

Intro -- Understanding L2 Proficiency -- Editorial page -- Title page -- Copyright page -- Table of contents -- Acknowledgements -- References -- Notes on Authors -- Chapter 1. Introduction -- References -- Chapter 2. L2 reading comprehension: Theory and research -- 1. Introduction -- 2. Linguistic processing in reading -- 2.1 Phonological processing -- 2.2 Orthographic processing -- 2.3 Morphological processing -- 2.4 Lexical processing -- 2.5 Syntactic processing -- 2.6 Reading fluency -- 3. Cognitive processing in reading -- 4. Simple View of Reading -- 5. Differences between L1 and L2 reading in component skills -- 6. Cross-linguistic transfer in L2 reading -- 7. Cross-linguistic transfer in common skills -- 8. Effects of L1 components on L2 reading comprehension -- 8.1 Phonological skills -- 8.2 Orthographic skills -- 8.3 Morphological skills -- 8.4 Reading fluency -- 8.5 Linguistic comprehension skills -- 8.6 Factors affecting transfer -- 9. Conclusion -- References -- Chapter 3. L2 reading comprehension and its correlates: An updated Meta-Analysis -- 1. Introduction: Purpose of the present study -- 2. A review of reading theories and models that influenced the primary studies of L2 reading comprehension between 1979-2017 -- 3. Review of correlates of L2 reading comprehension -- 3.1 High-evidence correlates -- 3.2 Low-evidence correlates -- 4. Method -- 4.1 Literature search and inclusion criteria -- 4.2 Acceptable measures of L2 reading comprehension and its correlates -- 4.3 Analytical procedures -- 4.4 Meta-analytic procedures -- 5. Results -- 5.1 Results on high-evidence correlates and their moderators -- 5.2 Results on low-evidence correlates -- 6. Discussion -- 6.1 Decoding and L2 reading comprehension -- 6.2 Phonological awareness and L2 reading comprehension -- 6.3 Vocabulary knowledge and L2 reading comprehension.

6.4 Grammar knowledge and L2 reading comprehension -- 6.5 L1 reading comprehension and L2 reading comprehension -- 6.6 L2 Listening comprehension and L2 reading comprehension -- 6.7 Working memory and L2 reading comprehension -- 6.8 Orthographic knowledge and L2 reading comprehension -- 6.9 Morphological knowledge and L2 reading comprehension -- 6.10 Metacognition and L2 reading comprehension -- 6.11 Oral reading fluency and L2 reading comprehension -- 7. Conclusion -- References -- Appendix A. Acceptable measures of included reading correlates and reading comprehension -- Appendix B. Moderator analysis results of high evidence correlates -- Chapter 4. L2 writing: Theory and research -- 1. Introduction -- 2. Defining (L2) writing proficiency -- 3. Sources of individual differences in cognitive models of writing -- 4. Process-product -- 5. L1-L2-FL -- 6. Measuring writing proficiency -- 7. Future (L2) writing and research -- References -- Chapter 5. L2 writing and its internal correlates: A meta-analysis -- 1. Introduction -- 2. Background to the meta-analysis -- 2.1 Review of objective measures -- 2.2 Review of subjective measures -- 2.3 Review of moderator variables -- 3. Research questions for the meta-analysis -- 4. Method -- 4.1 Literature search and inclusion criteria -- 4.2 Acceptable measures of L2 writing performance and internal correlates -- 4.3 Coding the primary studies -- 4.4 Research synthesis -- 5. Results -- 6. Discussion -- 6.1 Objective measures -- 6.2 Subjective measures -- 7. Conclusion -- References -- Appendix A. 103 studies included in the meta-analysis -- Appendix B. Acceptable measures of L2 writing performance and internal correlates -- Appendix B. Acceptable measures of L2 writing performance and internal correlates -- L2 Writing Performance -- Objective internal correlates -- References for Appendix B.

Chapter 6. L2 writing and its external correlates: A meta-analysis -- 1. Introduction -- 2. Background to the meta-analysis -- 2.1 Review of high-evidence correlates -- 2.2 Review of low-evidence correlates -- 2.3 Review of moderator variables -- 3. Research questions for the meta-analysis -- 4. Method -- 4.1 Literature search and inclusion criteria -- 4.2 Acceptable measures of L2 writing performance and external correlates -- 4.3 Coding the primary studies -- 4.4 Research synthesis -- 5. Results -- 6. Discussion -- 6.1 High-evidence correlates -- 6.2 Low-evidence correlates -- 7. Conclusion -- References -- Appendix A. 103 studies included in the meta-analysis -- Appendix B. Acceptable measures of included writing correlates and writing performance -- Appendix B. Acceptable measures of included writing correlates and writing performance -- Chapter 7. L2 listening comprehension: Theory and research -- 1. Background: A conceptual introduction to the key constructs and models of L2 listening -- 1.1 Taxonomies and data-driven examinations of L2 listening ability -- 1.2 Models of second language (L2) listening ability -- 1.3 L2 listening, L1 listening, and reading -- 2. Measurement practices: A critical discussion of how the constructs and their components have been operationalized and measured by empirical researchers -- 2.1 Interactive speaking/listening ability -- 2.2 Differentiating listening from reading -- 2.3 Length of the spoken text -- 2.4 Listening task response -- 2.5 Audio-only versus audio-visual input -- 2.6 Accent and dialect variety -- 2.7 Real-world spoken input -- 3. Conclusion -- References -- Chapter 8. L2 listening and its correlates: A meta-analysis -- 1. Introduction -- 2. Literature review -- 2.1 Linguistic knowledge -- 2.2 Cognitive ability -- 2.3 Affective features -- 2.4 Core and peripheral components of proficiency.

3. Research questions -- 4. Method -- 4.1 Literature search -- 4.2 Study inclusion criteria -- 4.3 Coding -- 4.4 Analyses -- 5. Results -- 5.1 L2 listening and its overall components -- 5.2 L2 listening and each of its components -- 6. Discussion -- 6.1 Linguistic knowledge -- 6.2 Cognitive Ability -- 6.3 Affective features -- 6.4 Relationship between core and peripheral components of proficiency -- 6.5 Reliability issues -- 7. Conclusion -- References -- Appendix A. Books examined to collect studies for the meta-analysis -- Appendix B. 118 studies included in the meta-analysis -- Appendix C. Coding Sheet -- References for Appendix C -- Chapter 9. L2 speaking: Theory and research -- 1. Introduction -- 2. Theme 1: Models explaining L2 speaking and differences between L1 and L2 speech production -- 3. Theme 2: Representation and operationalization of fluency and vocabulary -- 4. Theme 3: The place and importance of pronunciation and accent -- 5. Theme 4: Accentedness, comprehensibility, and intelligibility -- 6. Might practice make perfect? -- References -- Chapter 10. L2 speaking and its internal correlates: A meta-analysis -- 1. Introduction -- 2. Literature review -- 2.1 Fluency -- 2.2 Accuracy, grammar, and vocabulary -- 2.3 Grammatical complexity and lexical complexity -- 2.4 Pronunciation, comprehensibility, delivery, content, and coherence -- 2.5 Measuring L2 speaking and its internal features -- 2.6 Relative strengths of relationships between L2 speaking and internal features -- 3. Current study and research questions -- 4. Method -- 4.1 Literature search -- 4.2 Study inclusion criteria -- 4.3 Coding -- 4.5 Analyses -- 5. Results -- 6. Discussion -- 6.1 Fluency -- 6.2 Grammatical complexity and lexical complexity -- 6.3 Pronunciation, comprehensibility, delivery, content, and coherence.

6.4 Relative strengths of relationships between L2 speaking and internal features -- 7. Conclusion -- References -- Appendix A. 39 studies included in the meta-analysis -- Appendix B. Coding sheet -- Chapter 11. L2 speaking and its external correlates: A meta-analysis -- 1. Introduction -- 2. Review of variables -- 2.1 Vocabulary knowledge -- 2.2 Grammar knowledge -- 2.3 Three companion variables of L2 speaking: L2 reading comprehension, L2 listening comprehension, and L2 writing -- 2.4 Working memory -- 2.5 Metacognition -- 2.6 Language aptitude -- 2.7 Anxiety -- 3. Research question -- 4. Method -- 4.1 Literature search and inclusion criteria -- 4.2 Measures of L2 speaking and its correlates included in the study -- 4.3 Analytical procedures -- 4.4 Meta-analytic procedures -- 5. Results -- 5.1 L2 speaking and L2 vocabulary knowledge -- 5.2 L2 speaking and L2 grammar knowledge -- 5.3 L2 speaking and L2 reading comprehension -- 5.4 L2 speaking and L2 listening comprehension -- 5.5 L2 speaking and L2 writing -- 5.6 L2 speaking and working memory -- 5.7 L2 speaking and metacognition -- 5.8 L2 speaking and language aptitude -- 5.9 L2 speaking and anxiety -- 6. Discussion -- 6.1 L2 speaking and L2 knowledge variables: L2 vocabulary and L2 grammar -- 6.2 L2 speaking and language-general cognitive resources: Working memory and metacognition -- 6.3 The relationship between L2 speaking and three proficiency variables: L2 reading comprehension, L2 listening comprehension, and L2 writing -- 6.4 L2 speaking and language aptitude -- 6.5 L2 speaking and anxiety -- 7. Conclusion -- References -- Chapter 12. Discussion, limitations, and future research -- 1. Introduction -- 2. Relevant theories and models of L2 proficiency -- 3. Synthesis of findings of the 4 meta-analyses examining the relationship between L2 skills and their external correlates.

3.1 Strengths of association between correlates and target L2 skills found across the four meta-analyses.