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The development of lexical proficiency in L2 speaking and writing tasks by Dutch-speaking learners of French in Brussels

.. . . Research project on the development of L2 proficiency in French, English and Dutch in different educational contexts.Theoretical, conceptual and methodological issues and empirical research.Empirical research:Longitudinal Learner background data Spoken and written L2 production data..

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The development of lexical proficiency in L2 speaking and writing tasks by Dutch-speaking learners of French in Brussels

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    1. 0 The development of lexical proficiency in L2 speaking and writing tasks by Dutch-speaking learners of French in Brussels

    2. . Research project on the development of L2 proficiency in French, English and Dutch in different educational contexts. Theoretical, conceptual and methodological issues and empirical research. Empirical research: Longitudinal Learner background data Spoken and written L2 production data. Research background

    3. . Comparison between the oral and written task modality. Framework for the analysis of lexical L2 development. Empirical study of the lexical development of Dutch-speaking learners of French. Outline presentation

    4. . PART I: Comparison between the oral and written task modality Outline

    5. . Oral and written modes

    6. . Oral and written modes

    7. . PART II: Framework for the analysis of lexical L2 development Outline

    8. . Lexical L2 competence

    9. . Measuring lexical L2 competence

    10. . Measuring lexical L2 competence

    11. . Measuring lexical L2 competence

    12. . Measuring lexical L2 competence

    13. . Measuring lexical L2 competence

    14. . PART III: Empirical study of the lexical development of Dutch-speaking learners of French Outline

    15. . How does the oral and written lexical performance in the FFL production of Dutch-speaking L2 learners develop over time? Is there a difference in scores for written and spoken tasks? (group comparison) Are learners’ lexical proficiency scores similar for written and oral tasks? (intra-individual comparison) Is the lexical development of learners comparable for oral and written tasks? (inter-individual comparison) RESEARCH QUESTIONS

    16. . “Lexical Diversity in Writing and Speaking Task Performances” “First study” comparing lexical diversity of spoken and written discourses produced by the same participants. Lexical diversity (D) of writing and speaking performances approximately at the same level. Lexical diversity (D) of compositions and interviews significantly correlated (r = 0.448). YU (2009)

    17. . Subjects: 15 pupils, Dutch native speakers, 15-17y old, 3rd-5th grade, Dutch-speaking schools in Brussels. Tasks: 1 oral task: retelling of a wordless picture story (frog story) 2 written tasks: Complaint letter Argument for or against a statement Data collection: Longitudinal, 3 test times, 1y intervals – corpus-based. RESEARCH DESIGN

    18. . Data processing: Recorded oral tasks and written tasks transcribed in CHAT-format. Spelling mistakes in written tasks corrected. Non-French words and interlanguage words tagged (@il). Hesitations, self-correction and repetitions coded in oral transcriptions. Excluded from analysis: interjections & recasts. ‘Chunks’ treated as one word (parce+que, à+côté). Words were lemmatized. Lexical words tagged (|lex). PRODUCTIVE LANGUAGE CORPUS

    19. . Quantitative measures: Productivity: # tokens, # types, # lexical types. Diversity: D, G and U (all words), G and U (lexical words). Density: % of lexical words (lexical words / all words). Sophistication: # ‘advanced’ types, ‘advanced’ G and U (advanced types / V all tokens), % of advanced types (advanced types / all types). Combination: D, G Lex and G Advanced combined. Statistical analyses: Correlations. Repeated measures ANOVA, with pair-wise comparisons. DATA ANALYSIS

    20. . Combined measures: D, G Lex and G Adv. Rescaling scores: Average score = 100 => y1 = y * (100 / ?) Formula: (D*(100/AvgD)+Glex*(100/AvgGlex)+Gadv*(100/AvgGadv))/3 DATA ANALYSIS

    21. . RESULTS

    22. . RESULTS

    23. . RESULTS

    24. . RESULTS

    25. . RESULTS

    26. . CONCLUSIONS

    27. . CLOSING REMARKS

    28. .

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