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Chapter 8. Accounting for variability in L2 data

Type of knowledge, task effects, and linguistic structure
  • Silvia Perpiñán
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Innovative Research and Practices in Second Language Acquisition and Bilingualism
This chapter is in the book Innovative Research and Practices in Second Language Acquisition and Bilingualism

Abstract

This chapter examines variability in L2 data and isolates two factors that have a significant impact on L2 performance: task modality and linguistic structure. A group of native speakers of Spanish and two groups of intermediate L2 Spanish learners (L1 English and L1 Arabic) completed an oral and a written production task which elicited direct object and oblique Spanish relative clauses. Results indicated that not only did modality have a significant effect on the results, as previously stated (Bialystok 1982; Tarone 1983), arguably because oral and written tasks tap into different types of knowledge (Ellis 2005); but also that linguistic structure was a robust determinant in the speakers’ results, showing that linguistic and cognitive approaches can inform each other.

Abstract

This chapter examines variability in L2 data and isolates two factors that have a significant impact on L2 performance: task modality and linguistic structure. A group of native speakers of Spanish and two groups of intermediate L2 Spanish learners (L1 English and L1 Arabic) completed an oral and a written production task which elicited direct object and oblique Spanish relative clauses. Results indicated that not only did modality have a significant effect on the results, as previously stated (Bialystok 1982; Tarone 1983), arguably because oral and written tasks tap into different types of knowledge (Ellis 2005); but also that linguistic structure was a robust determinant in the speakers’ results, showing that linguistic and cognitive approaches can inform each other.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
https://doi.org/10.1075/lllt.38.11per

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
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