References :

Alexopoulou, T., Geertzen, J., Korhonen, A. and Meurers, D. (2015) Exploring big educational learner corpora for SLA research: perspectives on relative clauses. International Journal of Learner Corpus Research 1(1): 96–129. https://doi.org/10.1075/ijlcr.1.1.04ale

Alexopoulou, T., Michel, M., Murakami, A. and Meurers, D. (2017) Task effects on linguistic complexity and accuracy: a large‐scale learner corpus analysis employing natural language processing techniques. Language Learning 67(s1): 180–208. https://doi.org/10.1111/lang.12232

Baralt, M., Gilabert, R. and Robinson, P. (eds) (2014) Task Sequencing and Instructed Second Language Learning. London: Bloomsbury Publishing.

Benson, P. and Reinders, H. (eds) (2011) Beyond the Language Classroom. London: Palgrave Macmillan. https://doi.org/10.1057/9780230306790

Biber, D., Gray, B and Staples, S. (2014) Predicting patterns of grammatical complexity across language exam task types and proficiency levels. Applied Linguistics 37(5): 639–68. https://doi.org/10.1093/applin/amu059

Brezina, V. and Flowerdew, L. (eds) (2017) Learner Corpus Research: New Perspectives and Applications. London: Bloomsbury Academic.

Bulté, B. and Housen, A. (2012) Defining and operationalising L2 complexity. In A. Housen, F. Kuiken and I. Vedder (eds) Dimensions of L2 Performance and Proficiency 21–46. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.32.02bul

Bulté, B. and Housen, A. (2014) Conceptualizing and measuring short-term changes in L2 writing complexity. Journal of Second Language Writing 26: 42–65. https://doi.org/10.1016/j.jslw.2014.09.005

Bulté, B. and Housen, A. (2018) Syntactic complexity in L2 writing: individual pathways and emerging group trends. International Journal of Applied Linguistics 28(1): 147–64. https://doi.org/10.1111/ijal.12196

Byrnes, H., Maxim, H. H., & Norris, J. M. (eds) (2010) Realizing advanced foreign language writing development in collegiate education: curricular design, pedagogy, assessment [Special issue]. Modern Language Journal 94(s1). https://doi.org/10.1111/
j.1540-4781.2010.01137.x

Chen, X. and Meurers, D. (2016) CTAP: a web-based tool supporting automatic complexity analysis. Proceedings of the Workshop on Computational Linguistics for Linguistic Complexity 113–19. Osaka, Japan. http://aclweb.org/anthology/W16-4113

Connor-Linton, J. and Polio, C. (2014) Comparing perspectives on L2 writing: multiple analyses of a common corpus. Journal of Second Language Writing 26: 1–9. https://doi.org/10.1016/j.jslw.2014.09.002

Crossley, S. A. and McNamara, D. S. (2014) Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners. Journal of Second Language Writing 26: 66–79. https://doi.org/10.1016/j.jslw.2014.09.006

Cumming, A. (1990) Expertise in evaluating second language compositions. Language Testing 7(1): 31–51. https://doi.org/10.1177/026553229000700104

Ferris, D. R. (1994) Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly 28: 414–20. https://doi.org/10.2307/3587446

Foster, P. and Skehan, P. (1996) The influence of planning and task type on second language performance. Studies in Second Language Acquisition 18: 299–323. https://doi.org/10.1017/S0272263100015047

Frear, M. W. and Bitchener, J. (2015) The effects of cognitive task complexity on writing complexity. Journal of Second Language Writing 20: 45–57. https://doi.org/10.1016/j.jslw.2015.08.009

Gablasova, D., Brezina, V. and McEnery, T. (2017a) Exploring learner language through corpora: comparing and interpreting corpus frequency information. Language Learning 67(s1): 130–54. https://doi.org/10.1111/lang.12226

Gablasova, D., Brezina, V., McEnery, T. and Boyd, E. (2017b) Epistemic stance in spoken L2 English: the effect of task and speaker style. Applied Linguistics 38(5): 613–37. https://doi.org/10.1093/applin/amv055

Geertzen, J., Alexopoulou, T. and Korhonen, A. (2014) Automatic linguistic annotation of large scale L2 databases: the EF-Cambridge Open Language Database (EFCAMDAT). Proceedings of the 31st Second Language Research Forum (SLRF). Pittsburgh, PA: Cascadilla Press.

Graesser, A. C., McNamara, D. S., Louwerse, M. M. and Cai, Z. (2004) Coh-Metrix: analysis of text on cohesion and language. Behavior Research Methods, Instruments, and Computers 36: 193–202. https://doi.org/10.3758/BF03195564

Granger, S., Gilquin, G. and Meunier, F. (2015) The Cambridge Handbook of Learner Corpus Research. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139649414

Hinkel, E. (2009) The effects of essay topics on modal verb uses in L1 and L2 academic writing. Journal of Pragmatics 41(4): 667–83. https://doi.org/10.1016/j.pragma.2008.09.029

Hommel, G. (1988) A stagewise rejective multiple test procedure based on a modified Bonferroni test. Biometrika 75(2): 383–6. https://doi.org/10.1093/biomet/75.2.383

Kormos, J. (2011) Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing 20(2): 148–61. https://doi.org/10.1016/j.jslw.2011.02.001

Kuiken, F. and Vedder, I. (2008) Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing, 17(1): 48–60. https://doi.org/10.1016/j.jslw.2007.08.003

Kyle, K. (2016) Measuring syntactic development in L2 writing: fine grained indices of syntactic complexity and usage-based indices of syntactic sophistication. Doctoral dissertation, Georgia State University. Retrieved on 19 September 2019 from http://scholarworks.gsu.edu/alesl_diss/35

Lee, C. and Polio, J. (2017) Written language learning. In S. Loewen and M. Sato (eds) The Routledge Handbook of Instructed Second Language Acquisition 299–318. New York: Routledge. https://doi.org/10.1080/15475441.2016.1180983

Loewen, S. (2015) Introduction to Instructed Second Language Acquisition. New York: Routledge.

Loewen, S. and Sato, M. (2017) The Routledge Handbook of Instructed Second Language Acquisition. New York: Routledge. https://doi.org/10.4324/9781315676968

Loschky, L. and Bley-Vroman, R. (1993) Grammar and task-based methodology. In G. Crookes and S. Gass (eds) Tasks and Language Learning: Integrating Theory and Practice 123–67. Bristol: Multilingual Matters.

Lu, X. (2010) Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics 15(4): 474–96. https://doi.org/10.1075/ijcl.15.4.02lu

Lu, X. (2011) A corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers’ language development. TESOL Quarterly 45(1): 36–62. https://doi.org/10.5054/tq.2011.240859

Manchón, R. M. (2011) Learning-to-Write and Writing-to-Learn in an Additional Language. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.31

McCarthy, P. M. and Jarvis, S. (2010) MTLD, vocd-D, and HD-D: a validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods 42: 381–92. https://doi.org/10.3758/BRM.42.2.381

Meurers, D. (2015) Learner corpora and natural language processing. In S. Granger, G. Gilquin and F. Meunier (eds) The Cambridge Handbook of Learner Corpus Research 537–66. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139649414.024

Meurers, D. and Dickinson, M. (2017) Evidence and interpretation in language learning research: opportunities for collaboration with computational linguistics. Language Learning 67(2): 67–96. https://doi.org/10.1111/lang.12233

Michel, M. (2017) Complexity, accuracy and fluency in L2 production. In S. Loewen and M. Sato (eds) Routledge Handbook of Instructed Second Language Acquisition 50–68. New York: Routledge. https://doi.org/10.4324/9781315676968-4

Murakami, A. (2016) Modeling systematicity and individuality in nonlinear second language development: the case of English grammatical morphemes. Language Learning 66(4): 834–71. https://doi.org/10.1111/lang.12166

Murakami, A. and Alexopoulou, T. (2016) Longitudinal L2 development of the English article in individual learners. In A. Papafragou, D. Grodner, D. Mirman and J. Trueswell (eds) Proceedings of the 38th Annual Meeting of the Cognitive Science Society 1050–5. Austin, TX: Cognitive Science Society.

Nassaji, H. (2016) Interactional feedback in second language teaching and learning: a synthesis and analysis of current research. Language Teaching Research 20(4): 535–62. https://doi.org/10.1177/1362168816644940

Norris, J. M. and Ortega, L. (2009) Towards an organic approach to investigating CAF in instructed SLA: the case of complexity. Applied Linguistics 30(4): 555–78. https://doi.org/10.1093/applin/amp044

Ott, N., Ziai, R. and Meurers, D. (2012) Creation and analysis of a reading comprehension exercise corpus: towards evaluating meaning in context. In T. Schmidt and K. Wörner (eds) Multilingual Corpora and Multilingual Corpus Analysis 47–69. Hamburg Studies in Multilingualism (HSM). Amsterdam, Netherlands: John Benjamins. https://doi.org/10.1075/hsm.14.05ott

Pallotti, G. (2015) A simple view of linguistic complexity. Second Language Research 31(1): 117–34. https://doi.org/10.1177/0267658314536435

Pander Maat, H., Kraf, R., van den Bosch, A. P. J., Dekker, N., Gompel, M. V., Kleijn, S. D., ... and Sloot, K. (2014) T-Scan: a new tool for analyzing Dutch text. Computational Linguistics in the Netherlands (4):53–74. Retrieved on 19 September 2019 from http://hdl.handle.net/2066/134833

Polio, C. and Park, J.-H. (2016) Language development in second language writing. In R. M. Manchón and P. Matsuda (eds) Handbook of Second and Foreign Language Writing 287–306. New York: Routledge. https://doi.org/10.1515/9781614511335-016

Polio, C. and Yoon, H.-J. (2018) The reliability and validity of automated tools for examining variation in syntactic complexity across genres. International Journal of Applied Linguistics 28(1): 165–88. https://doi.org/10.1111/ijal.12200

Quixal, M. and Meurers, D. (2016) How can writing tasks be characterized in a way serving pedagogical goals and automatic analysis needs? CALICO Journal 33(1): 19–48. https://doi.org/10.1558/cj.v33i1.26543

Rebuschat, P., Meurers, D. and McEnery, T. (2017) Language learning research at the intersection of experimental, computational, and corpus-based approaches. Language Learning, 67(s1): 6–13. https://doi.org/10.1111/lang.12243

Robinson, P. (2001) Task complexity, task difficulty, and task production: exploring interactions in a componential framework. Applied Linguistics 22(1): 27–57. https://doi.org/10.1093/applin/22.1.27

Sato M. and Loewen, S. (2019) Evidence-based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies. New York: Routledge. https://doi.org/10.4324/9781351190558

Skehan, P. (2009) Modelling second language performance: integrating complexity, accuracy, fluency, and lexis. Applied Linguistics 30(4): 510–32. https://doi.org/10.1093/applin/amp047

Swain, M. and Lapkin, S. (2002) Talking it through: two French immersion learners’ response to reformulation. International Journal of Educational Research 37(3–4): 285–304. https://doi.org/10.1016/S0883-0355(03)00006-5

Tracy-Ventura, N. and Myles, F. (2015) The importance of task variability in the design of learner corpora for SLA research. International Journal of Learner Corpus Research 1(1): 58–95. https://doi.org/10.1075/ijlcr.1.1.03tra

Tracy-Ventura, N. and Paquot, M. (eds) (in preparation) The Routledge Handbook of Second Language Acquisition and Corpora. New York: Routledge.

Vajjala, S. and Meurers, D. (2012) On improving the accuracy of readability classification using insights from second language acquisition. In Proceedings of the 7th Workshop on Innovative Use of NLP for Building Educational Applications (BEA) 163–73. Montréal, Canada: ACL. Retrieved on 19 September 2019 from http://aclweb.org/anthology/W12-2019.pdf

Vajjala, S. and Meurers, D. (2014) Readability assessment for text simplification: from analysing documents to identifying sentential simplifications. ITL – International Journal of Applied Linguistics 165(2): 194–222. https://doi.org/10.1075/itl.165.2.04vaj

Vyatkina, N. (2012) The development of second language writing complexity in groups and individuals: a longitudinal learner corpus study. Modern Language Journal 96: 576–98. https://doi.org/10.1111/j.1540-4781.2012.01401.x

Vyatkina, N., Hirschmann, H. and Golcher, F. (2015) Syntactic modification at early stages of L2 German writing development: a longitudinal learner corpus study. Journal of Second Language Writing 29: 28–50. https://doi.org/10.1016/j.jslw.2015.06.006

Way, D. P., Joiner, E. G. and Seaman, M. A. (2000) Writing in the secondary foreign language classroom: the effects of prompts and tasks on novice learners of French. Modern Language Journal 84(2): 171–84. https://doi.org/10.1111/0026-7902.00060

Weigle, S. C. (2002) Assessing Writing. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511732997

Wieling, M. (2018) Analyzing dynamic phonetic data using generalized additive mixed modeling: a tutorial focusing on articulatory differences between L1 and L2 speakers of English. Journal of Phonetics 70: 86–116. https://doi.org/10.1016/j.wocn.2018.03.002

Wieling, M., Montemagni, S., Nerbonne, J. and Baayen, R. H. (2014) Lexical differences between Tuscan dialects and standard Italian: accounting for geographic and socio-demographic variation using generalized additive mixed modeling. Language 90: 669–92. https://doi.org/10.1353/lan.2014.0064

Williams, J. (2012) The potential role(s) of writing in second language development. Journal of Second Language Writing 21(4): 321–31. https://doi.org/10.1016/j.jslw.2012.09.007

Wolfe-Quintero, K., Inagaki, S. and Kim, H.-Y. (1998) Second Language Development in Writing: Measures of Fluency, Accuracy, and Complexity. Manoa, Hawaii: Second Language Teaching and Curriculum Center, University of Hawaii at Manoa.

Wood, S. N. (2017) Generalized Additive Models: An Introduction with R (2nd edn). Boca Raton, FL: Chapman and Hall/CRC.

Yang, W., Lu, X. and Weigle, S. C. (2015) Different topics, different discourse: relationships among writing topic, measures of syntactic complexity, and judgments of writing quality. Journal of Second Language Writing 28: 53–67. https://doi.org/10.1016/j.jslw.2015.02.002

Yoon, H.-J. and Polio, C. (2017) The linguistic development of students of English as a second language in two written genres. TESOL Quarterly 51(2): 275–301. https://doi.org/10.1002/tesq.296