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.