This dissertation presents results from three experiments to address two research questions: What do the acquisition and processing of information structure tell us about the acquisition and processing of language in general, and what do the acquisition and processing of information structure tell us about the nature of information structure as a syntactic and pragmatic phenomenon? The first two experiments were behavioral studies of native and L2 speakers of French in which subjects made acceptability judgments of sentences containing felicitous or infelicitous information structure. In Experiment 1, there was evidence of a postmaturational effect of age of arrival on judgment task scores; the geometry of this age effect did not show evidence of leveling off over time, contrary to the predictions of some formulations of the critical period hypothesis for second language acquisition (e.g. Newport, 1990; cf. Birdsong & Molis, 2001). The results of this experiment are interpreted as evidence against the presence of a critical period for the acquisition of information structure in a second language. In Experiment 2, L2 learners in low- and high-proficiency groups performed a similar judgment task. Low-proficiency L2 learners exhibited lower scores on the information structure anomaly judgment task than did high-proficiency L2 learners and L1 speakers. The behavioral results from this experiment, in conjunction with electrophysiological data from Experiment 3, suggest that many subjects judged the target sentences based on truth value, rather than information structure. In Experiment 3, subjects were presented with sentences containing felicitous and infelicitous information structure while a 14-channel electroencephalogram (EEG) was recorded. Results from this experiment suggest the presence of an N400 and P600 effect indexed with the processing of information structure anomalies in native-speaking subjects. L2 subjects of both high- and low-proficiency also exhibited a late positivity; however, results for the two groups diverged in the earlier time window, suggesting that high-proficiency speakers exhibit a P600 but low-proficiency speakers exhibit a P3 effect reflecting the processing of oddball stimuli. Taken together, the results from these experiments suggest that L2 speakers can acquire aspects of information structure processing to a nativelike degree. / text

Collaborative writing, the joint construction of a text by two or more authors, is an instructional practice originally used in first language classrooms. More recently, it has been applied in second language (L2) learning contexts. Collaborative writing can take place in the classroom, with pairs or small groups of learners working face-to-face and interacting verbally to make decisions about the content and form of their text. It can also take place in online contexts, allowing larger groups of learners to collaborate on longer texts over a longer period of time. The aim of this paper is to explore empirical research undertaken on second language (L2) collaborative writing tasks in face-to-face and online environments. Attention is paid to the instructional contexts in which these tasks have been used, including educational settings, learners’ proficiency levels, and task types. After these elements are described, the paper integrates and analyzes research concerning the outcomes of collaborative writing tasks, namely the nature of languaging and peer scaffolding, the writing process, language learning, text quality, and learners’ perceptions of collaborative writing. The paper concludes with pedagogical implications and directions for future research. / text

Current research has identified various cases of gender difference in perception and adoption of technology in general and language learners’ use of technology for second language learning. To understand these differences, this study investigated the use of technology out-of-class to enhance their second language learning of the students in a Chinese high school in Chengdu, Sichuan. It was showed that males and females have some differences in using technology for affection regulation, technology for culture regulation, technology for metacognition regulation and technology for resource regulation. In addition, this study unraveled the factor of family background that influenced students’ perception and selective use of technology in second language learning. / published_or_final_version / Education / Master / Master of Education

Peer feedback is one of the most popular and widely adopted methods used for writing instruction in both the L1 and L2 classrooms. Previous studies that examined peer feedback suggest different benefits and purposes for the method based on the writers’ language group. However, no study has systematically analyzed the peer feedback comments generated by L1 and L2 writers under comparable conditions. While many studies have reported the short-term benefits of peer feedback on writing, little is known in the field about the longitudinal effects of peer feedback on students’ writing ability. This study compares the peer feedback comments of L1 (n=34) and L2 (n=30) college freshman generated in three peer review sessions over a semester using an online peer feedback tool SWoRD. Feedback segments (n=4,227) were coded for sixteen feedback features reported to affect the helpfulness of feedback comments. Students’ peer feedback profiles were compared between the language groups as well as between the first, second, and third peer review sessions to investigate quantitative and qualitative differences between the language groups and across the feedback sessions. Cases of students who achieved increase in writing scores over the semester and students with no or negative increase in writing scores were explored in-depth on the feedback they generated, feedback they received, and the revisions they made in order to identify the areas in which they differed. The results show that contrary to common perceptions, L1 and L2 writers overall generated similar amount and types of feedback comments, with statistical difference found only in the percentage of criticism comments that explicitly stated problems. Students’ feedback comments did not change significantly, either in quantity or quality, over time. However, students reported that the feedback they received and provided became more accurate and more helpful over time. Students who achieved an increase in their writing scores behaved differently than those who experienced little or no change in their scores. The improve group made more Type 4 revisions, which is adding/deleting idea chunks, than the non-improve group; the non-improve group received more global criticism feedback than the improve group; little difference was found in the feedback the two groups generated. / text

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<p> The last decade has witnessed growing awareness and use of paired speaking tasks in the field of second language (L2) assessment, resulting in calls for more studies on interactional competence (Ducasse &amp; Brown, 2009; May, 2010; Taylor &amp; Wigglesworth, 2009). This dissertation study aimed to account for the nature of peer-peer interaction in L2 paired speaking tasks through the perspectives of second language acquisition and task-based language assessment. This has been accomplished by addressing the following issues: first, understanding the construct of interactional competence at both macro- (i.e., overall interaction quality determined by degree of collaboration and task completion) and micro-levels (i.e., particular features in interactions); second, evaluating rating scales for interactional competence in terms of reliability and validity; third, examining the extent to which the distribution of interaction features predicted interaction scores; and lastly, investigating how task type affected interaction performance regarding interaction features, interaction patterns, and interaction scores. In total, 70 language learners in an English for Academic Purposes (EAP) program were paired and responded to four 2.5-minute interaction tasks. All interactions were scored on overall interaction quality by four raters using a new scale developed by the researcher and two existing scales. Then each individual interlocutor&rsquo;s performance was coded for interaction features ranging from interactive listening to interactional management features. The data obtained were analyzed to answer the following questions: (1) Were hypothesized relations among interaction features supported empirically? (2) Was the new scale a reliable and valid measure? and (3) Did interaction features account for variance in interactional competence scores? Results helped refine understanding of interactional competence. First, the results of confirmatory factor analysis did not support the original model of interactive listening and interactional management features. Instead, interaction performance was better characterized by different communication functions of argument, discussion, support, and connection. Second, compared with the two existing scales, the new scale was a more reliable and valid measure. Third, features of topic connection, turn interruption, and turn overlapping were important indicators to predict scores generated by the new scale. Findings have implications for second language acquisition, L2 speaking assessment, and instruction. First, interactional competence could be operationalized in aspects of interaction features and patterns. Second, speaking assessment should include paired speaking tasks to reflect test-takers&rsquo; interactional speaking abilities. In addition, interaction rating scales should measure levels of interactions and task completeness status. Rater calibration is needed to ensure that consistent judgments can be delivered. Last, teachers can direct students&rsquo; attention to different interaction patterns and specific features, which characterize effective conversations. In summary, findings provide further understanding of interactional competence and offer insights into how to measure interaction competence in language classrooms.</p>

<p> This mixed-methods study examined quantitative and qualitative data related to the homogeneous and heterogeneous educational settings for secondary refugee students in the content areas of mathematics and science. This study was specific to only four refugee student populations: (a) Burma (also known as Myanmar); (b) Nepal; (c) Iraq; and (d) the African countries of Liberia, Tanzania, Togo, and Zambia. The study was conducted in the United States of America. The quantitative portion of the study examined two years of standardized scores of refugee students in homogeneous and heterogeneous groupings in the academic areas of mathematics and science. The qualitative data consisted of perceptions from teachers who have taught refugee students in a homogeneous setting or a heterogeneous setting in the content areas of mathematics and science. By focusing on both the quantitative and qualitative data of this research, analysis of data sources validated which instructional setting yielded higher standardized test scores in two academic content areas and two instructional settings. The quantitative findings indicated that the mathematics homogeneous setting resulted in greater gains and a statistically significant variance compared to the heterogeneous setting, while the setting for science also indicated greater gains, but did not indicate a significant variance. The teachers&rsquo; perceptions provided qualitative information about the ideal instructional setting for refugee students; the benefits and limitations of the two instructional settings for refugee students; the teachers&rsquo; perceptions regarding state assessments; and the teachers&rsquo; perceptions about instructional practices for teaching refugee students. The issues and concerns regarding one educational setting over the other will persist in education and continue to be a factor for consideration when considering educational equity for all student populations. </p>

The present study aimed to establish an empirical framework for test validation and comparison of level-based test batteries and to identify parameters that are useful to explicitly describe different levels of reading proficiency examinations based on a critical evaluation of alignment of the examinations with the Common European Framework of Reference (CEFR). The scope of the study is limited to CEFR B1 and B2 levels. This study applied Weir’s (2005) socio-cognitive validation framework to examine various aspects of the validity of different levels of the GEPT in terms of contextual parameters, cognitive processing skills, and test results. The CEFR and two levels of a CEFR-aligned multilevel test battery, PET and FCE developed by Cambridge ESOL, served as external referents for a review of the similarities and differences between GEPT reading tests targeting CEFR B1 and B2 levels. To establish ‘situational and interactional authenticities’ (Bachman and Palmer, 1996), this study not only applied automated tools and expert judgment to examine ‘the degree of correspondence of the characteristics of a given language test task to the features of a TLU [target language use] task’ (ibid., 23), but also carried out what O’Sullivan (2006: 183) called ‘an a posteriori empirical exploration of test performance’ to gather evidence of interactional authenticity. The findings support the construct validity of the GEPT in general, but show that its cognitive validity needs to be enhanced by incorporating tasks which test expeditious reading operations. As regards the CEFR-alignment, the findings also show that procedures the Manual (CoE, 2009) recommends for linking an examination to CEFR levels do not produce sufficient evidence to demonstrate equivalence between different examinations that target particular CEFR levels. The results indicate that the GEPT Intermediate level and PET, both of which target the B1 level, are equivalent, while the GEPT High-Intermediate level and FCE, which target the B2 level, are much different not only in terms of test results but also contextual features and cognitive processing operations.

<p> This dissertation identifies three previously unexplained typological asymmetries between creoles, other types of language contact, and `normal' sound change. (1) The merger gap deals with phoneme loss. French /y/ merges with /i/ in all creoles worldwide, whereas merger with /u/ is also well-attested in other forms of language contact. The rarity of /u/ reflexes in French creoles is unexplained, especially because they are well attested in French varieties spoken in West Africa. (2) The assimilation gap focuses on stress-conditioned vowel assimilation. In creoles the quality of the stressed vowel often spreads to unstressed vowels, e.g. English <i>potato</i> > Krio /&rgr;&epsiv;&rgr;&tgr;&epsiv;&tgr;&epsiv;/. Strikingly, we do not find the opposite in creoles, but it is well attested among non-creoles, e.g. German umlaut and Romance metaphony. (3) The epenthesis gap is about repairs of word-final consonants.These are often preserved in language contact by means of vowel insertion (epenthesis), e.g. English <i> big</i> > Sranan <i>bigi</i>, but in normal language transmission this sound change is said not to occur in word-final position.</p><p> These case studies make it possible to test various theories of sound change on new data, by relating language contact outcomes to the phonetics of non-native perception and L2 speech production. I also explore the implications of social interactions and historical developments unique to creolisation, with comparisons to other language contact situations.</p><p> Based on the typological gaps identified here, I propose that sociohistorical context, e.g. age of learner or nature of input, is critical in determining linguistic outcomes. Like phonetic variation, it can be biased in ways which produce asymmetries in sound change. Specifically, in language contact dominated by adult second language acquisition, we find transmission biases towards phonological rather than perceptual matching, overcompensation for perceptual weakness, and overgeneralisation of phrase-final prominence.</p>

<p> With this qualitative self-study, I investigated my practice as a general music teacher with my Limited English Proficient (LEP) students. The purpose of this study was to investigate my teaching practice and develop creative strategies to foster the engagement and motivation among the students in my sixth grade bilingual classroom. The framework of this study was modeled from the five foci of self-study research (Samaras, 2011). The main research question was: &ldquo;What creative strategies could help me engage my sixth grade bilingual students?&rdquo; Specifically, this study addressed how strategies related to language, lesson planning, and technology impacted the engagement of the students. The investigation included four teaching/observing sessions and the interviews of two administrators within the school district. Data revealed that my creative strategies engaged the students, as the content became accessible to them. The data also revealed that the linguistic misunderstandings throughout the sessions resulted in frustration between the students and myself.</p>