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Direct linkKyle, Kristopher; Crossley, Scott – Language Testing, 2017
Over the past 45 years, the construct of syntactic sophistication has been assessed in L2 writing using what Bulté and Housen (2012) refer to as absolute complexity (Lu, 2011; Ortega, 2003; Wolfe-Quintero, Inagaki, & Kim, 1998). However, it has been argued that making inferences about learners based on absolute complexity indices (e.g., mean…
Descriptors: Syntax, Verbs, Second Language Learning, Word Frequency
Crossley, Scott; Kyle, Kristopher; Salsbury, Thomas – Modern Language Journal, 2016
This study investigates relations between second language (L2) lexical input and output in terms of word information properties (i.e., lexical salience; Ellis, 2006a). The data for this study come from a longitudinal corpus of naturalistic spoken data between L2 learners and first language (L1) interlocutors collected over a year's time. The…
Descriptors: Language Usage, Language Research, Second Language Learning, Computational Linguistics
Monteiro, Kátia R.; Crossley, Scott A.; Kyle, Kristopher – Applied Linguistics, 2020
Lexical items that are encountered more frequently and in varying contexts have important effects on second language (L2) development because frequent and contextually diverse words are learned faster and become more entrenched in a learner's lexicon (Ellis 2002a, b). Despite evidence that L2 learners are generally exposed to non-native input,…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Benchmarking
