Assessing the validity of syntactic alternations as criterial features of proficiency in L2 writings in English

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F26%3ACULYJVYR" target="_blank" >RIV/00216208:11320/26:CULYJVYR - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1016/j.rmal.2025.100238" target="_blank" >http://dx.doi.org/10.1016/j.rmal.2025.100238</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.rmal.2025.100238" target="_blank" >10.1016/j.rmal.2025.100238</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Assessing the validity of syntactic alternations as criterial features of proficiency in L2 writings in English

Popis výsledku v původním jazyce

This article addresses Second Language (L2) writing development through an investigation of alternation-based metrics. We explore the paradigmatic production in learner English by linking language functions to specific grammatical paradigms. Using the EFCAMDAT as a gold standard and a corpus of French learners as an external test set, we employ a supervised learning framework to operationalize and evaluate seven alternations. We show that learner levels are associated with these seven alternations. Using ordinal regression Modeling for evaluation, the results show that all syntactic alternations are significant but yield a low impact if taken individually. However, their influence is shown to be impactful if taken as a group. These alternations and their measurement method suggest that it is possible to use them as part of broader-purpose Computer-Assisted Language Learning (CALL) systems focused on proficiency assessment. © 2025

Název v anglickém jazyce

Assessing the validity of syntactic alternations as criterial features of proficiency in L2 writings in English

Popis výsledku anglicky

This article addresses Second Language (L2) writing development through an investigation of alternation-based metrics. We explore the paradigmatic production in learner English by linking language functions to specific grammatical paradigms. Using the EFCAMDAT as a gold standard and a corpus of French learners as an external test set, we employ a supervised learning framework to operationalize and evaluate seven alternations. We show that learner levels are associated with these seven alternations. Using ordinal regression Modeling for evaluation, the results show that all syntactic alternations are significant but yield a low impact if taken individually. However, their influence is shown to be impactful if taken as a group. These alternations and their measurement method suggest that it is possible to use them as part of broader-purpose Computer-Assisted Language Learning (CALL) systems focused on proficiency assessment. © 2025

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

—

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Research Methods in Applied Linguistics

ISSN

2772-7661

e-ISSN

—

Svazek periodika

4

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

19

Strana od-do

100238

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-105012389097