L2 Proficiency Level Research Articles

Pragmatic Competence in an Email Writing Task: Influences of Situation, L1 Background, and L2 Proficiency

The study examines a corpus of 306 request emails written by 32 English-speaking (ES) teachers and 121 L2 learners from distinctive L1 backgrounds (i.e., Chinese, French, Spanish) and with different levels of L2 proficiency. Pragmatic competence is analyzed through the coding of direct and indirect request strategies used in formal and informal email writing. Findings reveal the influences of communicative situation, L1 background, and L2 proficiency on pragmatic competence in email writing. First, L2 learners show a significantly lower degree of situational variability compared with ES teachers. Second, L1 backgrounds have a significant impact on L2 writing performance. Third, L2 learners with higher English proficiency tend to use more indirect request strategies, but they have not developed pragmatic competence to adjust their usage across written contexts. Findings are discussed in relation to pedagogical implications for developing writing competence of L2 learners, which should be attuned to diverse rhetorical expectations and individual needs.

More foreign-accented but more comprehensible: Attrition and amelioration of L1 speech in proficient L2 learners.

There is an increasing interest in cross-linguistic influences of the second language (L2) on the first (L1), but its communicative impact remains to be elucidated. This study investigates how L2 learners' L1 pronunciation is perceived as foreign-accented and (in) comprehensible as a function of their L2 learning experience and proficiency levels. Read speech of 154 L1 Japanese learners of L2 English in the J-AESOP corpus was examined, where approximately one-third of them had lived in English-speaking countries and the rest had never lived outside of Japan. Their L1 speech was rated by another group of native Japanese listeners for accentedness and comprehensibility (from October 25, 2022 to August 20, 2023), while their L2 speech was previously rated by native American English listeners for nativelikeness or proficiency. The speakers' vowel acoustics were also examined. More proficient L2 speakers were perceived as more foreign-accented in their L1, but only if they had lived overseas; their length of residence abroad predicted the degree of perceived accentedness. In contrast, more proficient L2 speakers were consistently perceived as more comprehensible in the L1, regardless of prior overseas experience. Acoustic analyses indicated that perceived accentedness is associated with a clockwise chain shift of all vowel categories in the vowel space. It was also revealed that the dispersion, rather than compactness, of vowel production contributed to perceived comprehensibility, although the degree of L1 vowel dispersion did not predict L2 proficiency. The overall results suggest two main conclusions. First, perceptible L1 foreign accent likely results from L1 disuse rather than L2 interference, thereby L1 pronunciation differs from native norms at a system-wide rather than category-specific level. Second, L2 learning has a positive influence on perceived L1 comprehensibility, rather than individuals with clearer and more comprehensible L1 speech being inherently better L2 learners.

Pronoun interpretation in intermediate-advanced L2 English speakers: L2 to L1 cross-linguistic effects

Aims and objectives: L2 learners who speak a null subject (L1 Spanish) and a non-null subject language (L2 English) may experience cross-linguistic interference from the L2 on L1 pronoun interpretation. In this study, we test pronoun interpretation in the L1 and L2 of adult learners, in comparison with two groups of monolingual speakers, to assess if L1 pronoun interpretation can change as a result of L2 acquisition at intermediate-advanced levels of L2 proficiency and in the absence of long L2 immersion. Methodology: A group of L2 English speakers (L1 Spanish) participated in two offline sentence comprehension tasks where they interpreted pronouns in the L1 and L2. The results are compared with English and Spanish monolingual speakers. Data and analysis: We find that adult English learners comprehend pronouns in their L1 (Spanish) differently than Spanish monolingual speakers, demonstrating a strong subject bias for interpreting null and overt pronouns. In addition, we show that pronoun interpretation patterns acquired in the L2 explain the changes to L1 interpretation biases. Conclusions: The results of this study significantly advance the understanding of the factors that contribute to bilingual language comprehension, showing the permeability of the L1 comprehension system at the discourse level as soon as the L2 sets in.

Syntactic and emotional interplay in second language: emotional resonance but not proficiency modulates affective influences on L2 syntactic processing

ABSTRACT Previous research has demonstrated the influence of emotions during linguistic processing, indicating the interactivity of both processes in the brain. However, little is known regarding such interplay in a second language (L2). This study addressed this question by examining the reading effects of syntactic violations while processing L2 emotional and neutral statements. Forty-six Spanish-English bilinguals with various levels of L2 proficiency and emotional resonance (i.e. capability for emotional experience in L2) were presented with a self-paced sentence reading task. Sentences contained positive (16), neutral (16) and negative (16) verbs, half of them presented in agreement and half in disagreement with the preceding pronoun. Analysis of verb reading times using linear mixed effects modelling revealed a significant interaction between syntactic violation, verb valence and emotional resonance, suggesting that stronger emotional L2 experience results in a higher saliency of negative verbs, reducing the impact of syntactic violations.

Verb argument constructions in argumentative essays by college-level Asian learners of English: Exploring the effects of English proficiency, acquisition context, and topic

This study examined the effects of second language (L2) proficiency, acquisition context, and topic on the use of verb argument constructions (VACs) in Asian college-level L2 writers’ argumentative essays. A total of 776 essays written on two topics by 388 English as a Foreign Language (EFL) and English as a Second Language (ESL) writers of two L2 proficiency levels were used as data. Six indices informed by large-scale corpora of L1 English speakers were used to gauge the frequency and association strength of the VACs. Results of a series of linear mixed-effects models showed the frequencies of verbs and verb-construction combinations were affected by the interaction between L2 proficiency and acquisition context. L2 proficiency also had a main effect on construction frequency, with more proficient writers using constructions of lower frequency than less proficient writers. No effect of L2 proficiency was found on the association strength of VACs. Additionally, acquisition context affected the directional association strength of VACs, with ESL writers using verbs that associated less strongly with constructions than EFL writers. Finally, topic effects were found on five of the six indices. These findings offered empirical evidence for the developmental trajectories of VACs, and carried practical implications for L2 writing pedagogy.

Evaluating the effectiveness of a computerised dynamic assessment of L2 English email requests

Automated writing evaluation can be effective in providing support for L2 English learners. However, little research to date has investigated its use in the teaching of pragmatics in relation to L2 email writing, grounded in a sociocultural perspective on learning. We employ a quasi-experimental approach, investigating the effectiveness of a computerised dynamic assessment programme (C-DA) of L2 email writing, focusing on pragmatic development. The C-DA employs a developmentally sensitive approach, providing automated, immediate mediation to learners. The C-DA was administered twice – with a two-week delay between administrations – to a single group of 17 Japanese English L2 learner participants at a Japanese university; participants were 19–22 years of age with intermediate L2 proficiency levels. Text, identified pragmatic failure and mediation data were elicited from both administrations. Analysis of pragmatic failure frequency and explicitness of the mediation necessary for successful resolution of the identified pragmatic failure shows both frequency and explicitness decreasing not only within a round of administration, but also between rounds. Evidence of learner development was found across all types of pragmatic failure, including the requesting head act, email openings and closings. The study provides evidence to support a sociocultural approach to assessment and learning with regards to the pragmatics aspect of L2 email writing, in which mediation is sensitive to individual learners’ developmental needs. Further, findings support the use of a computerised approach to DA focusing on pragmatic competence, allowing for wider access to DA methodology among large learner group contexts.

Individual differences in L2 proficiency moderate the effect of L1 translation knowledge on L2 lexical retrieval

Abstract The effect of translation knowledge on bilingual lexical production is mixed, with some studies showing translation interference and others showing facilitation. We considered the roles of first-language (L1) translation knowledge and second-language (L2) proficiency in lexical retrieval, testing predictions of the competition for selection, frequency lag and activation boosting accounts. In experiment 1, 54 highly proficient Spanish–English bilinguals named pictures of low-frequency nouns in English (L2). Spanish (L1) translation knowledge and English proficiency had an interactive effect on tip-of-the-tongue experiences with increased L1 translation interference at low levels of L2 proficiency and facilitation at high levels of L2 proficiency, consistent with combined predictions of competition for selection and activation boosting accounts. Experiment 2 confirmed that confounding lexical variables did not drive translation effects. By examining individual differences within bilinguals, we found support for multiple mechanisms that play a role in bilingual lexical retrieval that were not evident at the group level.

Event-related Potential Measures of Visual Word Processing in Monolingual and Bilingual Children and Adults: A Focus on Word Frequency Effects.

How does language background influence the neural correlates of visual word recognition in children? To address this question, we used an ERP lexical decision task to examine first-language (L1) and second-language (L2) visual word processing in monolingual and bilingual school-aged children and young adults (n = 123). In particular, we focused on the effects of word frequency (an index of lexical accessibility) on RTs and the N400 ERP component. Behaviorally, we found larger L1 versus L2 word frequency effects among bilingual children, driven by faster and more accurate responses to higher-frequency words (no other language or age group differences were observed). Neurophysiologically, we found larger L1 word frequency effects in bilinguals versus monolinguals (across both age groups), reflected in more negative ERP amplitudes to lower-frequency words. However, the bilingual groups processed L1 and L2 words similarly, despite lower levels of subjective and objective L2 proficiency. Taken together, our findings suggest that divided L1 experience (but not L2 experience) influences the neural correlates of visual word recognition across childhood and adulthood.

Fluency profiles in L2 monologue production: the role of underlying cognitive factors

This article examines the role of cognitive fluency and different fluency profiles that underlie L2 speech fluency, in relation to cognitive efficiency in L1 and L2, in a group (n = 64) of university students of English. The participants conducted, first, a freely produced monologue narration task in L1 and L2. Second, they performed two cognitive tasks in L1 and L2 measuring the efficiency of lexical access: a rapid word naming task and a Stroop task. Thirdly, L2 proficiency level was assessed with a vocabulary test. The correlations between proficiency and cognitive variables were low to moderate. Based on a cluster analysis, the participants were divided into four fluency profile groups differing in speech and disfluency rate, proficiency, and efficiency of processing. The results suggest that an awareness that learners represent various fluency profiles based on cognitive variables can aid formal teaching situations to include more versatile tasks for different kinds of learners.

Dependency distance reflects L2 processing difficulty: Evidence from the relationship between dependency distance, L2 processing speed, and L2 proficiency

Aims and objectives: This study aims to investigate whether dependency distance (DD) can reflect L2 processing difficulty by exploring the relationship between DD, L2 processing speed, and L2 proficiency. Methodology: The sentences in a maze task were annotated based on dependency syntax to indicate L2 processing difficulty. The maze task then was used to capture the word-level and sentence-level processing speed. The task was successfully performed by 62 Chinese learners of English, who were assigned into an intermediate-level group and an advanced-level group according to their scores on an elicited imitation task (EIT) and a vocabulary and grammar test. Data and analysis: Reaction time (RT) data of processing word-level and sentence-level items were collected from the maze task. The DD-based estimates of word-level and sentence-level processing difficulty were calculated. Generalized linear regression models (GLMs) were employed to inspect the relationship between the DD-based estimate of processing difficulty, L2 processing speed, and L2 proficiency. Findings: Our results showed that DD significantly predicted L2 processing speed at both word and sentence levels, irrespective of participants’ L2 proficiency. As DD increased, advanced learners’ word-level processing time grew significantly slower than that of intermediate learners. Originality: Using psycholinguistic experiments, the study is one of the first attempts to empirically validate the effectiveness of DD in capturing L2 processing difficulty. Significance: Our findings suggest that DD is useful in predicting L2 processing difficulty, and the extent to which learners are able to efficiently process dependencies with increasing distance can differentiate their L2 proficiency levels.

A Thorough Investigation into Foreign Language Writing Anxiety in a Turkish EFL Context

This study sought to investigate foreign language (L2) writing anxiety of Turkish students learning English as a foreign language (EFL) by focusing on the L2 writing anxiety levels; the prevailing types, perceived causes and effects of L2 writing anxiety; and the strategies that students employed to alleviate L2 writing anxiety. The study adopted a convergent parallel mixed-methods design consisting of a quantitative survey and qualitative open-ended interviews with the students studying at English Language and Literature undergraduate program at a state university in Türkiye. A total of 138 students responded to the questionnaire and eight volunteers among them were interviewed face to face. The survey data were analysed through descriptive and inferential statistics while interview records were analysed through thematic analysis. The findings converged on the point that the students displayed high levels of L2 writing anxiety and that time constraints and assessment orientation were the prominent factors leading to anxiety. The students’ L2 writing anxiety varied significantly across perceived L2 proficiency levels, demonstrating higher-level anxiety for the students reporting themselves as less proficient L2 users. Based on the interview reports, the student-perceived causes and effects of writing anxiety as well as the factors and relieving strategies were identified. Finally, recommendations for more effective strategies for alleviating English language learners’ L2 writing anxiety were discussed.

EFL Teachers' and Learners' Perceptions of Code-switching: The Role of Learners' L2 Proficiency Levels

Code-switching (CS) is a complex linguistic phenomenon in bilingual environments, such as English as a second language (ESL) and English as a foreign language (EFL). In recent years, CS has been viewed as a meaningful linguistic phenomenon in ESL and EFL contexts. This research investigates EFL teachers' and learners' perceptions of the use of CS in Saudi universities. Also, this research aims to investigate the relationship between learners' perceptions of CS and their L2 proficiency levels. A quantitative approach is utilised in this research to collect data from 40 Saudi EFL teachers and 50 Saudi undergraduate EFL learners to investigate their perceptions of CS used in their EFL classrooms. Further, the researcher uses two modified Likert-type questionnaires adopted from Alkhudair (2019) to elicit teachers' and learners' perceptions of CS used in their EFL classrooms. In addition, the Statistical Package for the Social Sciences (SPSS) was used to determine the frequencies, percentages, and mean scores. The learners took Oxford Online Placement Tests to investigate the role of L1 in EFL classrooms. Also, SPSS was used to calculate the Pearson Correlation Coefficient to investigate a correlation between learners' L2 proficiency levels and their perceptions of using L1 in EFL classrooms. As a result, both teachers and learners showed positive attitudes towards CS in EFL classrooms. Moreover, upon investigating the relationship between learners' English language proficiency level and their perceptions of L1 use, the results suggest positive and negative correlations.

Towards a graded lexical inventory of multi-word combinations

Abstract Collocations have become increasingly important in our understanding of foreign language learning. When it comes to setting vocabulary learning goals, concerns about how to address collocations still arise today. This article explores the distribution of collocations in L1 and L2 Spanish production with the ultimate goal of informing the design of graded lexical inventories of multi-word combinations. To do so, we explore three defining properties of collocations in L1 and L2 production data, and across different levels of L2 proficiency: syntactic structure, semantic transparency, and the strength of association. Results indicate that there is an increase of collocational density and diversity, but that isolated features of collocations fail to predict L2 proficiency. Findings suggest the need to evaluate collocation use at a high level of granularity.

Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks

Picture description (PD) tasks are widely used in second language (L2) teaching, research, and assessment to elicit and/or evaluate L2 learners’ writing performance. However, there is little research on the effects of the characteristics of such tasks on L2 writing performance. This study aimed to examine the effects of task difficulty and learner variables on the linguistic characteristics of responses to the 2020 version of the Duolingo English Test (DET) PD writing tasks. The written responses of 1439 test takers from four first language (L1) backgrounds and at different levels of L2 proficiency to 335 DET PD tasks at two levels of difficulty were analyzed and compared in terms of measures of fluency, accuracy, and complexity using various computer programs. The findings indicated that task difficulty did not affect writing performance significantly; high-proficiency learners tended to perform better than did their low-proficiency counterparts; responses receiving higher scores tended to be longer and more accurate; and learner L1 was significantly associated with writing grades and linguistic features. The findings and their implications for the DET PD task and the DET validity argument are discussed.

Utility of Kolmogorov complexity measures: Analysis of L2 groups and L1 backgrounds.

The proliferation of automated syntactic complexity tools allowed the analysis of larger amounts of learner writing. However, existing tools tend to be language-specific or depend on segmenting learner production into native-based units of analysis. This study examined the utility of a language-general and unsupervised linguistic complexity metric: Kolmogorov complexity in discriminating between L2 proficiency levels within several languages (Czech, German, Italian, English) and across various L1 backgrounds (N = 10) using two large CEFR-rater learner corpora. Kolmogorov complexity was measured at three levels: syntax, morphology, and overall linguistic complexity. Pairwise comparisons indicated that all Kolmogorov complexity measures discriminated among the proficiency levels within the L2s. L1-based variation in complexity was also observed. Distinct syntactic and morphological complexity patterns were found when L2 English writings were analyzed across versus within L1 backgrounds. These results indicate that Kolmogorov complexity could serve as a valuable metric in L2 writing research due to its cross-linguistic flexibility and holistic nature.

Exploring patterns of lexical variation in the use of epistemic stance markers in written L2 English across task types and levels of proficiency

Abstract The present study examines the lexical patterning of altogether 4,022 instances of epistemic stance markers (EDs) across four levels of L2 proficiency (B1–C2) and three types of writing tasks (‘opinion’, ‘complaint’, and ‘letter’) by using the exploratory technique of Multiple Correspondence Analysis. The data stem from a Finnish learner English corpus, comprising of 1,773 texts. The results of the study showed that while the lexical patterns of EDs in the data seemed to be mostly related to task type, some proficiency-related patterns of ED use were observed across all tasks. In some cases, proficiency-related patterns could also only be observed in some of the tasks, suggesting task type and proficiency are, to some extent, interrelated when examining the use of EDs. The results thus suggest that both task- and proficiency-related constraints of EDs should be considered in both foreign language teaching and assessment.

Adult L2 learners’ morphological sensitivity in a morphosyllabic language

Abstract This study examined adult L2 learners’ morphological sensitivity in Chinese, a morphosyllabic language, and explored whether there is any modulating effects of L2 proficiency. Two word naming experiments (segment shifting and standard word naming) were administered to three participant groups, including native Chinese speakers, higher L2 Chinese proficiency learners, and lower L2 Chinese proficiency learners. In both experiments, reaction times (RTs) displayed only main effects of Chinese proficiency group and word type. This suggests that the morphological processing of L2 learners did not differ from that of native speakers, although the RTs of L2 learners were longer and exhibited more variability. Concerning error rates, both experiments showed that learners with higher and lower L2 proficiency had significantly higher error rates for words with unreliable morphological cues compared to those with reliable cues. Taken together, these findings indicate that L2 learners developed sensitivity to intraword morphological structure and employed decompositional strategies when reading Chinese words, irrespective of their L2 proficiency levels.

Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance

This paper presents two empirical studies. Study 1 validated a survey on L2 self-regulated strategies in writing in a multimedia environment. Study 2 examined the relationship of Chinese students’ working memory to their L2 English proficiency and self-regulated learning (SRL) strategies in multimedia writing. A total of 400 Chinese university students participated in Study 1, and they responded to a survey on SRL strategy use in multimedia writing. A total of 406 Chinese university students attended Study 2. They completed the survey and an operation span task (a measure of working memory). All the participants’ English proficiency was evaluated using the College English Test-4, a standardized test for undergraduate students in China. Results of Study 1 revealed a 5-factor SRL strategy structure consisting of goal setting, strategic planning, elaboration, self-evaluation, and help seeking. Results of Study 2 suggested the predicted effects of self-regulated strategies, working memory, and L2 proficiency on L2 writing performance. Findings also demonstrated the moderation effects of English proficiency on the effects of self-regulated writing strategies. Implications for enhancing writing in multimedia environments are provided. ABSTRACT IN CHINESE 本文汇报了两项实证研究。第一项研究验证了在多媒体环境中进行二语自主调控写作策略的调查问卷。第二项研究探讨了中国学生的工作记忆, 英语水平以及多媒体写作中的自主调控写作策略之间的关系。共有400名中国大学生参与了第一项研究, 并回答了关于多媒体写作中自主学习策略使用的调查问卷。第二项研究有406名中国大学生参与。他们完成了调查问卷和操作跨度任务(一种工作记忆测量方法)。所有参与者的英语水平都通过一项中国本科生的标准化考试, 即大学英语四级考试, 进行了评估。第一项研究的结果显示, 自主学习策略包括目标设定、战略规划、详细阐述、自我评估和求助, 共五个因素。第二项研究的结果表明, 自主调控策略、工作记忆和英语水平对二语写作表现具有预测效应。研究结果还显示, 英语水平对自主调控写作策略的效果具有调节作用。该研究对于提升多媒体环境下的写作具有重要借鉴意义。

Exploring Pitch Accent as an Element of Fluency in L2 English Academic Presentations – a Proficiency-based Sampling Report

The study explores the effectiveness of raising prosodic awareness in teaching academic presentations to a mixed proficiency group of adult Polish students majoring in English from the perspective of prosody as well as utterance fluency measures. A 15-week course included a 4-week prosody practice with focus on pausing and pitch accent. In the course students produced two speeches of approximately the same length: an impromptu before the practice and a prepared presentation after the practice. The speeches were recorded and analysed for the number of pitch accents and pauses. The data for three students, representing different general L2 proficiency levels are discussed in this paper. The results of prosodic performance operationalized as the pause to pitch accent ratio show the greatest benefit of prosody training in the case of the lowest proficiency level student. The analysis of selected utterance fluency measures shows a positive effect of prosody practice across speakers, providing additional support for the relevance of pitch accent in academic presentations in L2. The study has theoretical and practical implications, as it suggests the need to include pitch accent/pause proportion in utterance fluency measures in fluency studies as well as in pedagogical practice.

The Interrelationship between EFL Learning Motivation and Dictionary Use

Abstract Using dictionaries has been seen as an important aspect of L2 learning at all levels of L2 proficiency. Yet, in many cases dictionary use seems a considerably neglected part of L2 teaching. There is no doubt, however, that L2 learners should be encouraged to use dictionaries independently and autonomously, as they will be unable to rely on language teachers or other proficient L2 speakers to assist them throughout their whole lives. Using Dörnyei’s (2005) L2 Motivational Self System (L2MSS) framework, this quantitative study (N=925) investigates the interrelationship between L2 learning motivation, willingness to pay for dictionaries, reading dictionaries’ usage guides and willingness to use dictionaries. The accumulated data were analysed through structural equation modelling (SEM). Even though not necessarily generalisable to other contexts, the results show that EFL learning motivation has an impact on willingness to buy dictionaries and willingness to use dictionaries. Our data reveal that in the L2MSS, two components (motivated language learning behaviour and the ideal L2 self) have an impact on attitudes to dictionary use.