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Intra-Individual Variability in the Emergence of Complexity, Accuracy and Fluency in Speaking English at Secondary School: A Case Study of a Good, Average and Poor Language Learner

100%
Rokoszewska K.
Anglica Wratislaviensia
|
2019
|
issue 57
181-204
EN
According to Complex Dynamic Systems Theory (CDST), language is a complex dynamic system consisting of subsystems which show a lot of variability, especially during intensive development. Second language development is generally connected with an increase in complexity, accuracy and fluency but there are trade-offs within and between these language subcomponents. What is more, intra-individual variability, defined as differences in the level of developmental variables within individuals and between repeated measurements, is said to be an important developmental phenomenon. The aim of this article is to analyze the relationships between different measures of syntactic complexity, lexical complexity, accuracy and fluency, and to examine intra-individual variability with respect to the rate of development in longitudinal oral data provided by a good, average and poor language learner at the level of secondary school. Generally, the results of the study show some statistically significant differences between the learners in the development of these language subsystems but no such differences in intra-individual variability. Nevertheless, the study indicates a strong, positive correlation between the learners’ level of intra-individual variability and the rate of development of the language subsystems in speech at this level.
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The relationships between the average semester growth rates of lexical sophistication in L2 English writing at secondary school: A learner corpus analysis

100%
ROKOSZEWSKA K.
Glottodidactica
|
2021
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vol. 48
|
issue 1
81-102
EN
In line with Complex Dynamic Systems Theory (CDST), the aim of the paper is to examine dynamics and causality among the growth rates of lexical sophistication in L2 writing development. The study was based on The Written English Developmental Corpus of Polish Learners (WEDCPL) which consists of over 1,900 essays composed during 21 repeated measurements by 100 learners over three years (2014–2017) at secondary school. Lexical sophistication, operationalised as different frequency levels, was analysed with the Lextutor software (Cobb 2014). The results indicated that the learners relied on the first frequency level. The monthly growth rates (MGRs) of the frequency levels were variable but no significant peaks were registered. The relationships between the average semester growth rates (ASGRs) revealed competition between the first and higher frequency levels, and some support between the higher levels. Thus, developing learners’ lexis beyond the first level counteracts the production of lexically unsophisticated texts and supports the use of more advanced words.
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The correlations between the average semester growth rates of syntactic and lexical complexity in L2 writing development at secondary school

51%
Rokoszewska K.
Neofilolog
|
2024
|
issue 63/1
156-177
EN
The article is devoted to the development of language complexity in a relatively under-researched area of adolescent writing from the point of view of Complex Dynamic Systems Theory (CDST). It describes the second part of a panel study which aimed to examine the relationships among the average semester growth rates (ASGRs) of specific measures of syntactic and lexical complexity within and between these two subsystems in writing in English as a foreign language at the secondary school level. The study involved the analysis of The Written English Developmental Corpus of Polish Learners (WEDCPL). The corpus, which comprises over 1900 essays, was created on the basis of 21 repeated measurements conducted in a group of 100 secondary school learners during a period of three years. With respect to the specific measures of syntactic and lexical complexity, the study indicated that nominalization developed faster than subordination and coordination, and that lexical variation developed faster than lexical density and sophistication per semester. Moreover, the relationships between the ASGRs of both syntactic and lexical measures were more supportive within than between the subsystems. The main pedagogical implication for English language teachers refers to fostering more coordinated development of language complexity at secondary school in the EFL context.
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