Abstract Research has indicated that lexical richness is an important indicator of second language (L2) proficiency. However, most research examined written, cross-sectional English L2 corpora and does not necessarily indicate how spoken use develops over time or whether observed trends are stable across L2s. This study adds to previous on the development vocabulary by investigating features Sp...

Up until today research in various educational and linguistic domains such as learner corpus research, writing or second language acquisition has produced a substantial amount of data the form L1 L2 corpora. However, multitude individual solutions combined with domain-inherent obstacles sharing have so far hampered comparability, reusability reproducibility results. In this article, we present ...

Second language acquisition research often compares non-native acquirers (L2ers) with other learner populations. Such cross-population comparisons include: (i) child native language (L1) acquisition~child L2 acquisition (e.g. Gavruseva 2000; Weerman et al. 2003); (ii) child L2~adult L2 (e.g. Cancino et al. 1978; McDonald 2000; Montrul 2002; Weerman et al. 2003) and (iii) child L1~adult L2 (Canc...

This study investigated the effectiveness of reactive incidental focus on form (FonF) for each learner with regard to different linguistic categories in meaning-oriented EFL classes. To this end, 30 hr of meaningful interactions of upper-intermediate EFL learners were audio-recorded in 2 free discussion classes. Instances of reactive incidental focus-on-form episodes (FFEs), where teachers offe...

We investigated whether the accuracy of grammatical morphemes in second language (L2) learners’ writing is associated with usage-based distributional factors. Specifically, we examined L2 English inflectional availability (i.e., token frequency) and contingency frequency relative to other forms same lemma) inflected word form as well formulaicity context which it occurs predictability given sur...

Abstract Second language (L2) teachers may shy away from self-assessments because of warnings that students are not accurate self-assessors. This information stems meta-analyses in which self-assessment scores on average did correlate highly with proficiency test results. However, researchers mostly used Pearson correlations, when polyserial could be used. Furthermore, today can computer adapti...

Written and spoken data produced by learners has always been a key resource for the study of second language acquisition (SLA). However, for a long time the data used was rather artifi cial, i.e. resulting from highly controlled language tasks , and therefore not necessarily a refl ection of what learners do in more natural communication contexts. In addition, the data samples were usually quit...

Abstract How can we leverage digital technologies to enhance language learning and bilingual representation? In this era, our theories practices for the teaching of second languages (L2) have lagged behind pace scientific advances technological innovations. Here outline approach (DLL) L2 acquisition representation, provide a theoretical synthesis analytical framework regarding DLL's current fut...