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=== Developing L2 Proficiency - Katie ===
=== Developing L2 Proficiency - Katie ===
In order to develop L2 proficiency, an individual needs to have active, self directed involvement.<ref name=":2">{{Cite journal|last=Green|first=John M.|last2=Oxford|first2=Rebecca|date=1995|title=A Closer Look at Learning Strategies, L2 Proficiency, and Gender|url=http://dx.doi.org/10.2307/3587625|journal=TESOL Quarterly|volume=29|issue=2|pages=261|doi=10.2307/3587625|issn=0039-8322}}</ref> This involvement emphasizes one to acquire language through language learning strategies, the most important aspect of developing L2 proficiency according to Shehan.<ref>{{Cite journal|last=Geng|first=Shuang|last2=Law|first2=Kris M. Y.|last3=Niu|first3=Ben|date=2019-05-21|title=Investigating self-directed learning and technology readiness in blending learning environment|url=http://dx.doi.org/10.1186/s41239-019-0147-0|journal=International Journal of Educational Technology in Higher Education|volume=16|issue=1|doi=10.1186/s41239-019-0147-0|issn=2365-9440}}</ref><ref name=":2" /> These strategies enhance language learning by provoking specific actions, behaviors or techniques, such as association with synonym.<ref name=":2" /><ref>{{Cite journal|last=Phoocharoensil|first=Supakorn|date=2014-12-01|title=Exploring Learners’ Developing L2 Collocational Competence|url=http://dx.doi.org/10.4304/tpls.4.12.2533-2540|journal=Theory and Practice in Language Studies|volume=4|issue=12|doi=10.4304/tpls.4.12.2533-2540|issn=1799-2591}}</ref> Not all strategies are observable due to cognitive processes occuring while learning the language. The strategies differ depending on which part of language one is trying to learn. An example is the branch of pragmatics, which is how words are practically used. Kasper found when developing L2, the learner uses a comparative approach instead of acquisitional (how L1 is developed).<ref>{{Cite journal|last=Bardovi-Harlig|first=Kathleen|date=2013-02-13|title=Developing L2 Pragmatics|url=http://dx.doi.org/10.1111/j.1467-9922.2012.00738.x|journal=Language Learning|volume=63|pages=68–86|doi=10.1111/j.1467-9922.2012.00738.x|issn=0023-8333}}</ref>
To develop L2 proficiency, an individual needs to have active, self-directed involvement.<ref name=":2">{{Cite journal|last=Green|first=John M.|last2=Oxford|first2=Rebecca|date=1995|title=A Closer Look at Learning Strategies, L2 Proficiency, and Gender|url=http://dx.doi.org/10.2307/3587625|journal=TESOL Quarterly|volume=29|issue=2|pages=261|doi=10.2307/3587625|issn=0039-8322}}</ref> This involvement emphasizes one to acquire language through language learning strategies, the essential aspect of developing L2 proficiency according to Shehan.<ref>{{Cite journal|last=Geng|first=Shuang|last2=Law|first2=Kris M. Y.|last3=Niu|first3=Ben|date=2019-05-21|title=Investigating self-directed learning and technology readiness in blending learning environment|url=http://dx.doi.org/10.1186/s41239-019-0147-0|journal=International Journal of Educational Technology in Higher Education|volume=16|issue=1|doi=10.1186/s41239-019-0147-0|issn=2365-9440}}</ref><ref name=":2" /> These strategies enhance language learning by provoking specific actions, behaviors, or techniques, such as association with a synonym.<ref>{{Cite journal|last=Phoocharoensil|first=Supakorn|date=2014-12-01|title=Exploring Learners’ Developing L2 Collocational Competence|url=http://dx.doi.org/10.4304/tpls.4.12.2533-2540|journal=Theory and Practice in Language Studies|volume=4|issue=12|doi=10.4304/tpls.4.12.2533-2540|issn=1799-2591}}</ref><ref name=":2" /> Not all methods are observable because of cognitive processes occurring while learning the language. The strategies differ depending on which part of the language one is trying to learn. An example is the branch of pragmatics, which applies how words are practically used.<ref name=":3">{{Cite journal|last=Bardovi-Harlig|first=Kathleen|date=2013-02-13|title=Developing L2 Pragmatics|url=http://dx.doi.org/10.1111/j.1467-9922.2012.00738.x|journal=Language Learning|volume=63|pages=68–86|doi=10.1111/j.1467-9922.2012.00738.x|issn=0023-8333}}</ref> Kasper found that when developing L2, the learner uses a comparative approach instead of acquisition (how L1 is generated).<ref name=":3" />


=== Defining and Measuring L2 Proficiency - Jolie ===
=== Defining and Measuring L2 Proficiency - Jolie ===

Revision as of 21:21, 28 February 2021

Second Language (L2) Proficiency

Developing L2 Proficiency - Katie

To develop L2 proficiency, an individual needs to have active, self-directed involvement.[1] This involvement emphasizes one to acquire language through language learning strategies, the essential aspect of developing L2 proficiency according to Shehan.[2][1] These strategies enhance language learning by provoking specific actions, behaviors, or techniques, such as association with a synonym.[3][1] Not all methods are observable because of cognitive processes occurring while learning the language. The strategies differ depending on which part of the language one is trying to learn. An example is the branch of pragmatics, which applies how words are practically used.[4] Kasper found that when developing L2, the learner uses a comparative approach instead of acquisition (how L1 is generated).[4]

Defining and Measuring L2 Proficiency - Jolie

Defining L2 Proficiency

Over the last half century, there has been much debate as to how to define L2 proficiency. An early theory by Lado focused on the four "skills" of language--reading, writing, speaking, and listening[5]. These skills are still emphasized today in many instructional materials. [6] While early theories by Chomsky and Lado, among others, focused almost exclusively on grammatical knowledge, in the 1970s, Hymes popularized the idea of pragmatic communicative competence, with competence defined as encompassing both knowledge of and use of language.[6][7] In 1980, Canale and Swain published their own framework for communicative competence, based on 3 sub-competencies: grammatical, sociolinguistic, and strategic.[8] There has also been much debate as to the difference between competence and performance, and whether proficiency encompasses, or is encompassed by, one or both of these concepts. In the 1980s, Ingram, followed by Taylor, argued that proficiency should not only consider knowledge, but how that knowledge is put to use in a given context.[9][10][11] Still today, there is some consensus on the idea that proficiency can be defined largely as communicative competence, but the finer details are not well agreed upon, and these differing definitions of proficiency can greatly affect how proficiency is measured.

Measuring L2 Proficiency

Because proficiency encompasses many different modalities and types of competencies, it can be difficult for educators to measure. Some measures of proficiency assess multiple modalities or competencies for an overall proficiency evaluation, whereas others evaluate only one specific facet of proficiency.[6] The criteria for different scores or levels of proficiency can also vary between systems of measurement. One of the most widely used measures is the Common European Framework of Reference for Languages. It serves as a standard for proficiency measurement across Europe and in many other countries outside of Europe.

L1 Influence on L2 Proficiency - Brenna

A speaker's L1 can significantly affect L2 proficiency. Lado was among the first to refer to this process of cross-linguistic influence in second language acquisition as transfer.[12] Some of the components of L2 transfer include sounds, words, syntax and culture. Phonetic and morphological similarities between L1 and L2 can allow for easier L2 acquisition and higher L2 proficiency.[12] Linguist Håkan Ringbom suggests that L2 proficiency is heavily dependent on the cross-linguistic similarities between a speaker's languages and states that L2 comprehension may depend on how well a speaker can acquire L1-L2 equivalencies.[13]

References

  1. ^ a b c Green, John M.; Oxford, Rebecca (1995). "A Closer Look at Learning Strategies, L2 Proficiency, and Gender". TESOL Quarterly. 29 (2): 261. doi:10.2307/3587625. ISSN 0039-8322.
  2. ^ Geng, Shuang; Law, Kris M. Y.; Niu, Ben (2019-05-21). "Investigating self-directed learning and technology readiness in blending learning environment". International Journal of Educational Technology in Higher Education. 16 (1). doi:10.1186/s41239-019-0147-0. ISSN 2365-9440.{{cite journal}}: CS1 maint: unflagged free DOI (link)
  3. ^ Phoocharoensil, Supakorn (2014-12-01). "Exploring Learners' Developing L2 Collocational Competence". Theory and Practice in Language Studies. 4 (12). doi:10.4304/tpls.4.12.2533-2540. ISSN 1799-2591.
  4. ^ a b Bardovi-Harlig, Kathleen (2013-02-13). "Developing L2 Pragmatics". Language Learning. 63: 68–86. doi:10.1111/j.1467-9922.2012.00738.x. ISSN 0023-8333.
  5. ^ Lado, Robert (1964). Language testing: The construction and use of foreign language tests: A teacher's book. New York: McGraw-Hill. OCLC 395065271.
  6. ^ a b c Leclerq, Pascale; Edmonds, Amanda; Hilton, Heather (2014). Measuring L2 proficiency : perspectives from SLA. Bristol: Multilingual Matters. ISBN 978-1-78309-228-4. OCLC 870699275.
  7. ^ Hymes, Dell (1972). "On communicative competence". In Pride, J. B.; Holmes, Janet (eds.). Sociolinguistics: selected readings. Harmondsworth: Penguin. ISBN 0-14-080665-2. OCLC 651225.
  8. ^ Canale, M.; Swain, M (1980-03-01). "Theoretical bases of communicative approaches to second language teaching and testing". Applied Linguistics. 1 (1): 1–47. doi:10.1093/applin/1.1.1. ISSN 0142-6001.
  9. ^ Iyldyz, Leila B. (2007). "Rethinking Validity of the L2 Proficiency Concept: Lessons for EIL" (PDF). Asian EFL Journal. 9 (1): 65–85. ISSN 1738-1460.
  10. ^ Taylor, D (1988). "The meaning and use of the term 'competence' in linguistics and applied linguistics". Applied Linguistics. 9(2): 146–168.
  11. ^ Ingram, D. (1985). "Assessing proficiency: An overview of some aspects of testing". In Hyltenstam, K.; Pienemann, M. (eds.). Modelling and assessing second language development. Clevedon: Multilingual Matters. pp. 216–276. ISBN 0905028414.
  12. ^ a b Wang, Zhanming (2014-10-26). "Review of the Influence of L1 in L2 Acquisition". Studies in Literature and Language. 9 (2): 57–60. doi:10.3968/n. ISSN 1923-1563.
  13. ^ Håkan., Ringbom, (1987). The role of the first language in foreign language learning. Multilingual Matters Ltd. ISBN 0-905028-81-3. OCLC 913056523.{{cite book}}: CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link)
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