2009. ‘Lexical Diversity and native-like selection: the bonus of studying abroad’ in
Vocabulary Studies in First and Second Language Acquisition: The Interface between Theory and Application. Basingstoke: Palgrave Macmillan, pp. 91-106
Book editor(s): Daller, H., D. Malvern, P. Meara, J. Milton, B. Richards and J. Treffers-Daller.
ISBN: 978-0-230-20668-7
Summary: Quantitative and qualitative analyses of the narrative task performance of both native-speakers and learners of English in London and Teheran show that only the learners in London had acquired similar lexical selections to native speakers, while having no grammatical advantage over their peers in Teheran.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Book editor(s): Daller, H., D. Malvern, P. Meara, J. Milton, B. Richards and J. Treffers-Daller.
ISBN: 978-0-230-20668-7
Summary: Quantitative and qualitative analyses of the narrative task performance of both native-speakers and learners of English in London and Teheran show that only the learners in London had acquired similar lexical selections to native speakers, while having no grammatical advantage over their peers in Teheran.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
2009. ‘Lexical diversity and lexical selection: a comparison of native and non-native speaker performance’.
Language Learning 59/4: 866-896
Summary: This study explored how complexity of storyline and tightness of narrative structure affect performance. Both native and non-native speakers were prompted by storyline complexity to use more subordinated language. The learners, in London or Tehran, had similar performances except in lexical diversity, where those in London were indistinguishable from native-speakers.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Summary: This study explored how complexity of storyline and tightness of narrative structure affect performance. Both native and non-native speakers were prompted by storyline complexity to use more subordinated language. The learners, in London or Tehran, had similar performances except in lexical diversity, where those in London were indistinguishable from native-speakers.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
2009. ‘Native speakers and task performance: comparing effects on complexity, fluency and lexical diversity’.
Language Learning 59/4: 866-896
Summary: This article argues that a native-speaker baseline is a neglected dimension of studies into second language (L2) performance. If we investigate how learners perform language tasks, we should distinguish what performance features are due to their processing an L2 and which are due to their performing a particular task.
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Summary: This article argues that a native-speaker baseline is a neglected dimension of studies into second language (L2) performance. If we investigate how learners perform language tasks, we should distinguish what performance features are due to their processing an L2 and which are due to their performing a particular task.
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
2009. ‘Task-based language learning research: expecting too much or too little?’.
International Journal of Applied Linguistics 19/3: 247-263
Summary: Robust investigations into language learning are not easy to design and shouldn’t necessarily be regarded as the pathfinder for language pedagogy. Nevertheless, this paper argues for a greater understanding of the scope of educational research, and a greater role for it in shaping best practice in classrooms.
Country of research: United Kingdom
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Summary: Robust investigations into language learning are not easy to design and shouldn’t necessarily be regarded as the pathfinder for language pedagogy. Nevertheless, this paper argues for a greater understanding of the scope of educational research, and a greater role for it in shaping best practice in classrooms.
Country of research: United Kingdom
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
2008-2009. ‘Native-like Selection in Second Language Acquisition: The Effects of Age, Aptitude and Socialisation’.
Funding body: ESRC
Summary: The study explores the development of native-like lexical intuitions in English by Polish immigrants to the UK, and by English L2 users in Poland, comparing these with native speaker baseline data. The aim is to illuminate why such intuitions might fail to develop.
URL: http://www.smuc.ac.uk/study-here/schools/ccca/profiles/pauline-foster-research.htm
Country of research: United Kingdom
Learners' background: Poland
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Funding body: ESRC
Summary: The study explores the development of native-like lexical intuitions in English by Polish immigrants to the UK, and by English L2 users in Poland, comparing these with native speaker baseline data. The aim is to illuminate why such intuitions might fail to develop.
URL: http://www.smuc.ac.uk/study-here/schools/ccca/profiles/pauline-foster-research.htm
Country of research: United Kingdom
Learners' background: Poland
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
2008-2009. ‘Native-like selection in second language acquisition: the effects of age, aptitude and socialisation’.
Funding body: Economic and Social Research Council
Summary: This study explored the development knowledge of idiomaticity in second language learners, and whether it is related to age of first exposure (Critical Period effects); breadth and depth of exposure (acculturation and motivation effects); pattern detection ability and memory (language aptitude effects).
URL: http://www.esrc.ac.uk/my-esrc/grants/RES-000-22-2645/outputs/read/8d8dd5b5-c076-429a-aaf6-2c0abe9180da
Country of research: United Kingdom
Learners' background: Poland
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Funding body: Economic and Social Research Council
Summary: This study explored the development knowledge of idiomaticity in second language learners, and whether it is related to age of first exposure (Critical Period effects); breadth and depth of exposure (acculturation and motivation effects); pattern detection ability and memory (language aptitude effects).
URL: http://www.esrc.ac.uk/my-esrc/grants/RES-000-22-2645/outputs/read/8d8dd5b5-c076-429a-aaf6-2c0abe9180da
Country of research: United Kingdom
Learners' background: Poland
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
2008. ‘Task design and second language performance: The effect of narrative type on learner output’.
Language Learning 58/2: 439-473
Summary: This study reports on how two dimensions of narrative task design (storyline complexity and narrative structure) impact upon the accuracy, complexity and fluency of L2 performance
Country of research: various
Learners' background: various
Institutional level: adult
Related project: Information Foregrounding in Narrative Tasks for Second Language Classrooms
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Summary: This study reports on how two dimensions of narrative task design (storyline complexity and narrative structure) impact upon the accuracy, complexity and fluency of L2 performance
Country of research: various
Learners' background: various
Institutional level: adult
Related project: Information Foregrounding in Narrative Tasks for Second Language Classrooms
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
2008. ‘Task design and second language performance: The effect of narrative type on learner output’.
Language Leaning 58/2: 439-473
Summary: This article presents a study examining how narrative structure and narrative complexity can impact the performance of second language learners. Forty learners of English in London and sixty learners in Teheran were asked to retell cartoon stories from picture prompts.
Country of research: United Kingdom
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Summary: This article presents a study examining how narrative structure and narrative complexity can impact the performance of second language learners. Forty learners of English in London and sixty learners in Teheran were asked to retell cartoon stories from picture prompts.
Country of research: United Kingdom
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
2007. ‘Complexity, accuracy, fluency and lexis in task-based performance: A meta-analysis of the Ealing research’ in
Complexity, Fluency and Accuracy and Fluency in Second Language Use, Learning and Teaching. Brussels: VWK, pp. 207-226
Editor(s): Van Daele, S., A.F. Housen, F.M. Kuiken, M. Pierrard and I. Vedder.
Summary: This chapter provides a meta-analysis of the results of six studies undertaken by the authors over a number of years into L2 task design and implementation conditions
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Editor(s): Van Daele, S., A.F. Housen, F.M. Kuiken, M. Pierrard and I. Vedder.
Summary: This chapter provides a meta-analysis of the results of six studies undertaken by the authors over a number of years into L2 task design and implementation conditions
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
2005. ‘Pre-task and on-line planning: The influence of surprise information and task time on second language performance’ in
Planning and Task Performance in a Second Language. Amsterdam: Benjamins, pp. 193-216
Book editor(s): Ellis, R.
ISBN: 90 272 1962
Summary: This chapter reports a study into the effects of task type and implementation conditions on learner performance, showing that the time given for a task has a strong influence on how it is performed.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Book editor(s): Ellis, R.
ISBN: 90 272 1962
Summary: This chapter reports a study into the effects of task type and implementation conditions on learner performance, showing that the time given for a task has a strong influence on how it is performed.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
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