Interfaces between second language acquisition and the common European framework of reference : proposing a scale for grammatical range / vorgelegt von Katharina Hagenfeld ; Gutachter/in PD Dr. Anke Lenzing, Prof. Dr. Dr. h.c. Manfred Pienemann. Paderborn, 2019
Content
- 1. Introduction
- 2. Theoretical Background
- 2.1 The Common European Framework of Reference
- 2.1.1 Historical Overview
- 2.1.2 The Structure of and Notions in the CEFR
- 2.1.3 Dimensions of Language Proficiency and Competences
- 2.1.4 Communicative Competence – Language Production and Processes
- 2.1.5 Linguistic Competences in the CEFR
- 2.1.6 Grammatical Competence in the CEFR
- 2.1.7 Language Learning in the CEFR
- 2.2 Processability Theory
- 2.2.1 Yardsticks in Processability Theory
- 2.2.1.1 A Brief Outline of Levelt’s Blueprint for the Speaker
- 2.2.1.2 A Brief Sketch of Bresnan’s Lexical Functional Grammar
- 2.2.2 The Hierarchy of Processing Procedures and Structural Options for English
- 2.2.3 Hypothesis Space
- 2.2.4 The Emergence Criterion
- 2.2.5 Historical Background to Processability Theory
- 2.2.6 Teachability, Developmental Readiness and Learner Errors
- 2.2.7 Linguistic Profiling and Rapid Profile
- 3. Bridging Scales and Stages
- 3.1 Selected Studies on SLA and the CEFR
- 3.2 Prior Studies on the CEFR and PT
- 3.3 Grammatical Range – An Integrative Approach to the CEFR and PT
- 3.3.1 Differences in the Frameworks: Universality, Emergence, Accuracy
- 3.3.2 Competence – the CEFR and PT
- 3.3.2.1 Competence in the CEFR
- 3.3.2.2 Competence and PT
- 3.3.2.3 Competence: Chances and Challenges in Combining PT and the CEFR
- 3.3.3 The Shape of the Emerging Linguistic System in Learners
- 3.4 Applied Issues in the CEFR and PT – Combined Assessment
- 3.4.1 Assessment in the CEFR
- 3.4.2 Assessment in PT
- 3.4.3 Interfaces Regarding Assessment in PT and the CEFR
- 3.5 Summary
- 4. The Study
- 4.1 Some Words on the Rationale
- 4.2 Research Questions and Hypotheses
- 4.3 Methodology
- 4.3.1 Overview of the Procedures and Analyses
- 4.3.2 Pilot Phase for the Perception of Grammatical Inaccuracy
- 4.3.3 The Data
- 4.3.4 The Tasks
- 4.3.5 The Audio-Files and the Editing Procedure
- 4.3.6 Piloting the Edited Samples
- 4.3.7 Distributing the Files to the Raters
- 4.3.8 The Rater Groups
- 4.3.9 The Rating Schemes and the Novice Rater Training
- 4.4 Results
- 4.4.1 The Effect of Grammatical Accuracy – Original and Edited Speech Samples
- 4.4.2 Qualitative Comparison of Original and Edited Samples
- 4.4.2.1 Comparison of Original and Edited Files based on Mode
- 4.4.2.2 Comparison of Original and Edited Files based on Range
- 4.4.3 Discussion of Results on Grammatical Accuracy
- 4.4.3.1 Discussion of Original and Edited Files across Rater Groups
- 4.4.3.2 Rater Cognition and Rater Experience
- 4.4.3.3 The Role of Uneven Profiles
- 4.4.3.4 The effect of the locus of presentation of files
- 4.4.3.5 The effect of the different types of manipulation of edited files
- 4.4.3.6 Summary of the Effect of Manipulation in Morphosyntax
- 4.4.4 Relations between CEFR levels and PT stages
- 4.4.4.1 Discussion of Results on Relations between CEFR and PT
- 4.4.4.2 A Combined Scale for Grammatical Range
- 4.4.4.3 Comparing Scales for Grammatical Range and General Linguistic Range
- 4.4.4.4 Grammatical Range for English
- 4.4.5 Rater Experience and Variability of Rating Results
- 5. Conclusion and Future Directions
- 6. References
- 7. Appendices