In:Understanding L2 Proficiency: Theoretical and meta-analytic investigations
Edited by Eun Hee Jeon and Yo In'nami
[Bilingual Processing and Acquisition 13] 2022
► pp. 387–388
Get fulltext
Index
Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.
For any use beyond this license, please contact the publisher at rights@benjamins.nl.
Published online: 4 August 2022
https://doi.org/10.1075/bpa.13.index
https://doi.org/10.1075/bpa.13.index
A
- accuracy 115, 137–139, 310–311, 325–326
- affective feature 243-244, 261-263
- age 46, 118, 170–173
- anxiety 244, 262–263, 345, 356, 362
- aptitude
240–241, 259-260, 344, 355, 361, 363
- language analytic ability 241, 259
- phonetic coding 241, 259
- rote memory 241, 259
- automatic scoring 102–103
C
- cognitive abilities 2–4, 168, 217
- cognitive information processing model213
- Cognitive Revolution 1–3
- coherence 312–313, 327
- cohesion 116–117, 140–142
- components of reading13
- components of writing116
- comprehensibility312
- content 312–313, 327
- Core-Periphery Model 371–372, 377, 379, 383
- cross-linguistic transfer 14–17, 19, 21
- crossover effect 16–22
D
- decoding 6, 11–13, 15–16
- delivery 312–313, 327–328
- differentiating listening from reading222
- discrete-point testing97
- Dual Coding Theory 214, 221, 229
F
- fluency 115–116, 139–140, 309–310, 323–324, 328–329
G
- generalizability100
- global rating312
- grammar knowledge 37–38, 52, 60, 64–65, 237, 307, 341–342, 350–351, 357–358
- grammatical complexity 311–312, 326, 328–329
I
- individual differences in writing87
- inhibition hypothesis 162, 170
- interactive speaking/listening ability 221–222
L
- language setting 46, 61, 67
- language learning context 136, 138, 143, 173, 175–176, 188, 190
- L1-L2 language distance 46, 73, 114, 140, 170
- L1-L2 script distance 46, 49–50, 52–53, 55–56
- L1 reading comprehension 29–31, 34, 38, 43, 47, 53–54, 60–61, 65
- L2 listening ability 213–214, 216–219
- L2 listening comprehension 39, 54–55, 60, 65–66, 342, 352, 356, 361, 363
- L2 proficiency1
- L2 pronunciation 294–295
- L2 reading comprehension 5, 29–32, 34, 43–45, 47–49, 51–52, 54–73, 342, 351–352, 361
- L2 speaking 339–363
- L2 speaking pedagogy293
- L2 writing 88–89, 342, 353, 361
- language-general correlates 73, 378
- lexical complexity 114, 136–137, 311–312, 326–327
- linguistic knowledge 93, 161, 189, 196, 235-236, 237-240, 256-259, 279, 340, 371–373, 375–379, 381, 383
- linguistic processing in reading6
M
- measurement characteristic 53, 64
- metacognition 10, 30, 42, 58–59, 70–71, 169, 219, 343-344, 347, 349, 354–355, 358–360
- metacognitive awareness 241–242, 260
- morphological knowledge 41, 58, 69–70 92, 240, 258-259, 279
O
- objective measurement339
- oral reading fluency 42-43, 59,, 71–72
- orthographic knowledge 40–41, 57, 68–69
P
- phonological awareness 35-36, 49, 60–62
- processing efficiency 377–378
R
- rating scale 313, 323
- ratio measure 318, 323
- real-world spoken language 228–229
S
- scoring rubric 120-121
- Simple View of Reading 11, 33, 39
- Simple View of Writing167
- speaking 188–189, 308-309, 339-340, 347
- syntactic complexity 113–114, 133–135
T
- testing language 40, 46, 56–57, 68
- Threshold Hypothesis 160, 173, 190, 196
V
- vocabulary
256-258,, 310–311, 325, 328
- vocabulary depth 238, 256–257
- vocabulary knowledge 8, 36–37, 50, 62–64, 340–341, 350, 357
- vocabulary size 238, 256–257
W
- working memory 39–40, 56, 67–68, 242–243, 260–261, 343, 358–360
- writing assessment 98–100
- writing processes 89–90, 92, 94, 96, 98
