In:Advancedness in Second Language Spanish: Definitions, challenges, and possibilities
Edited by Mandy R. Menke and Paul A. Malovrh
[Issues in Hispanic and Lusophone Linguistics 31] 2021
► pp. 503–512
Index
Published online: 8 February 2021
https://doi.org/10.1075/ihll.31.index
https://doi.org/10.1075/ihll.31.index
A
- Aaron, J. E.120
- Abrahamsson, N. 150, 163, 472
- Academic writing see Stance in writing
- Accented speech see Language aptitude
- Achugar, M. 314, 318
- Acock, A. C.481n2
- ACTFL see American Council on the Teaching of Foreign Languages; Oral Proficiency Interview – Computer (OPIc, ACTFL) question prompt
- Advanced Language Performance Proficiency System (Ohio State University)32
- Advancedness and instructional practice, future research
10–11, 489–502
see also Fluency; Proficiency assessment
- advanced learner profile 493–494
- defining advanced language use and advanced language users 490–493
- formal vs. informal assessment 495–497
- instructional institutional limitations498
- research methodology 499–500
- social inequity 498–499
- Age of speakers
see also individual topics related to studies
- age of onset (AO) and pronunciation 469–470 ; (see also Language aptitude)
- sophisticated language use and 223, 225, 230
- Alderson, J. C. 23–24, 28–29
- Alvord, S. M. 223–224
- American Council on the Teaching of Foreign Languages (ACTFL)
see also Oral Proficiency Interview – Computer (OPIc, ACTFL) question prompt; Proficiency and relationships among modalities (speaking, listening, reading)
- achievement on(see Cluster analysis)
- oral proficiency interview (OPI) and late-acquired structures97
- pragmatic competence339
- Proficiency Guidelines 17–18, 20–21, 27 , 27–28
- proficiency levels 65–66, 368–371
- Provisional Proficiency Guidelines66
- sophisticated language abilities measured by220n1
- Speaking Proficiency Guidelines 20, 23
- Andersen, R. 101, 399, 400, 409
- Anxiety see Language anxiety
- Appraisal Theory247
- Approximants 146n1, 152n9–10, 159, 160 , 161, 164 ; see also Pronunciation
- Aptitude see Language aptitude
- Arabic language
- correlation of modalities 67–68, 68
- pragmatic competence327
- Articulation rate see Temporal fluency
- Aspect 99–100, 104
- Attitude markers 247, 248, 252, 254–257, 255 , 256 , 257 , 261–262, 271 ; see also Stance in writing
- Auditory-form priming experiment 197, 199–202, 202 , 204 – 206 , 204–207, 212–213 ; see also Dialect processing
B
- Bardovi-Harlig, K. 335, 391
- Barnwell, D. P.28
- Bartning, I.23
- Basic Interpersonal Communication Skills (BICS) 19–20, 30
- Basic Language Cognition (BLC) 19–20, 25–26, 30
- Bastos, M.335
- Bataller, R.333
- Bayley, R.422
- Benati, A. G. 41–42, 104–105, 489
- Biber, D. 248, 249, 254, 262
- Blake, R. J.391
- Boero, P.340
- Bongaerts, T.470
- Boosters 248–250, 252, 254–256, 255 , 256 , 259 , 259–262, 264, 270 ; see also Stance in writing
- Boudreau, C.446
- Brecht, R. D.30
- Brooks, F. B.390
- Brown, A.49
- Brown, A. V.45
- Brown, E. L.223
- Bui, G.47
- Bunting, M. F.357
- Bygate, M.460
- Bylund, E.150
- Byrnes, H. 25, 26, 28, 41, 47–48, 95, 96, 245, 273–274, 301, 352, 353, 368
C
- CALF (Complexity, Accuracy, Lexical complexity, Fluency) 46–47
- Canadian Language Benchmarks (Centre for Canadian Language Benchmarks) 17–18
- Canale, M.19
- Carrillo Cabello, Adolfo3
- Carroll, J. B.472
- Central executive (working memory capacity)354
- Cheng, A. C.420
- Chinese language
- characteristics of advanced learners370
- correlation of modalities 67–68, 68
- L1 Chinese high school students and stance251
- L1 Chinese speakers, L2 Spanish language aptitude, and foreign accent 474–475, 475 ; (see also Language aptitude)
- phonological working memory358
- pragmatic development 359–360
- Chinese Language Proficiency Scales for Speakers of Other Languages18
- Clark, J. L. D.21
- Classroom learning
see also Grammatical Metaphor
- Foreign Language Classroom Anxiety (FLCA)442(see also Language anxiety)
- implicit and explicit instruction 338–340
- inclusion of culture274(see also Intercultural competence)
- L2 resources outside of class 68, 87 ; (see also Cluster analysis)
- sophisticated language use and relationship 233–236
- tertiary language programs and need for research 367–368, 390, 392 ; (see also Cluster analysis)
- Clitic pronouns 101–104, 102 , 103 , 108 ; see also Direct object pronouns; Indirect object pronouns
- Clopper, C. G.231
- Cluster analysis
11, 367–395
- advanced students, results and cluster analysis 377–383, 378 – 383
- non-advanced students, results and cluster analysis 384–388, 384 – 389
- variables (learning interest/motivation, abroad experience, heritage status, L2 resources) 371–374
- Code complexity460
- Cognition Hypothesis 46, 444, 459
- Cognitive Academic Language Proficiency (CALP) 19–20, 30, 31
- Cognitive task complexity 444–445, 450–455, 453 – 455 , 457 ; see also Language anxiety
- College language instruction see Foreign language instruction
- Colombi, C. 301, 311, 314, 318, 360
- Common European Framework of Reference (CEFR, Council of Europe)
- achievement on(see Cluster analysis)
- late-acquired structures and oral proficiency97
- pragmatic competence339
- proficiency assessment and defining advancedness 17–18, 21, 23, 24, 27 , 27–28
- sophisticated language abilities measured by220n1
- Communicative competence19
- Complex Dynamic Systems Theory (CDST)446
- Complexity, accuracy, and fluency (CAF) 194, 209
- Concept-oriented analysis
- defined105n4
- direct object pronouns 402–404, 403
- late-acquired structures and advanced oral proficiency 97–104, 100 , 102 , 103
- Conditional tense see Verbal mood
- Consonants (stops, spirants, rhotics) see Pronunciation
- Cooperative Principle330
- Cope, J.442
- Copula choice see Copulas
- Copulas
10, 417–439
- copula contrast as late-acquired structure 417–418
- by English learners 229, 424-425
- role of individual characteristics in second languages 421–422
- ser vs. estar in pre-adjectival contexts 419–421, 429n5
- variationist approach and Type I vs. Type II distinction 418–419
- Cortés-Torres, M.223
- Council of Europe 17–18, 21, 23, 24, 27 , 27–28
- Coupland, N.231
- Cox, J. G.357
- Cox, T. L. 46, 392
- Culture in classroom274 see also Intercultural competence
- Cummins, J. 19–20
- Cuza, A. 333, 334
- Czerwionka, L. 333, 334
D
- Daidone, D.233
- Darhower, M. A.390
- Davidson, D. 66, 67
- Davidson, D. E.30
- Davies, A.49
- De Jong, N. H. 48, 49, 52
- DeKeyser, R. M.472
- Developmental Intercultural Competence Model
276, 277, 279, 289–290,
290
see also Intercultural competence
- acceptance stage 281–284
- adaptation stage 284–287
- denial stage287
- minimization stage 280–281
- polarization stage280
- Dewaele, J. M. 445–446, 458
- DIALANG23
- Dialect comprehension 230–232
- Dialect processing
7, 193–215
see also Auditory-form priming experiment
- L2 dialect processing 194–196
- sophisticated language use232
- Dickerson, L.481
- Dickerson, W. 473, 481
- Differential success question 351–352
- Diploma de Español de Lengua Extranjera (DELE) Proficiency Test 4, 199, 279, 329
- Direct object pronouns
10, 101–104,
102
,
103
, 397–415
- acquisition stages 400, 400–402, 401
- full noun phrases (NPs) 101–104, 102 , 103
- lexical noun phrases 233–235
- lo, los, la, and las 397–399, 411
- lo as default morphological form in L2 speakers 399–400
- morphological development 398–404, 409–411
- study abroad experience 402–404, 403
- Discourse Completion Test (DCT) 329, 335
- Discourse organization (cognitive task)22
- Dominican Spanish, dialect comprehension231
- Donaldson, B.101n3
- Donate, A. 445, 459
- Dörnyei, Z. 371–372
- Du Bois, J. W. 277, 279
E
- Edmonds, A.101n3
- Elias, V. 336, 337
- English (L2)
- correlation of modalities in language learning 66, 67
- individual characteristics and copula use 421, 428
- Spanish copula use by Korean learners and knowledge of 424–425
-
Estar
- future-time forms133
- ser vs. (see Copulas)
- sophisticated language use 223, 229
- Estrada, C.149
- Ewald, J. D.444
- Executive function (working memory capacity) 354, 358
F
- Face, T. L.149
- Félix-Brasdefer, J. C. 324, 328, 333, 339
- Fields, G.245
- Firth, A.221
- Flege, J. 470, 477
- Fluency
- CALF (Complexity, Accuracy, Lexical complexity, Fluency) 46–47
- complexity, accuracy, and fluency (CAF) 194, 209
- defined 47–49
- proficiency and49
- temporal fluency, defined42
- Foell, K.389
- Fonseca-Greber, B.389
- Foote, R.356
- Foreign accent
see also Pronunciation
- age of onset (AO) 469–470
- explicit language aptitude 471–473, 476–477
- nativelikeness 470–471
- Foreign Language Classroom Anxiety (FLCA)442
- Foreign Language Classroom Anxiety Scale (FLCAS) 442, 443
- Foreign language enjoyment
- Foreign Language Enjoyment (FLE) Scale 445–446
- positive emotions 442, 445–447
- Foreign language instruction
see also Proficiency assessment
- advanced level learners at college level29n4
- classroom learning and relationship to sophisticated language use 233–236
- Foreign Services Institute 31–32
- Formality of language use see Grammatical Metaphor
- Form-to-function analysis 406, 407–409, 408 , 409
- Forsberg, F.23
- Franceschina, F.108
- Frawley, W.21
- French
66–68,
68
, 225, 228, 358, 370
- future-time reference in L2 French101n3
- Test de Français International 228n3
- Fricatives
146n2–3, 152n9
see also Pronunciation
- rehilamiento 196–197
- Friginal, E.25
- Function-to-form analysis 406, 407, 407
- Future-time forms
7, 115–141
- cross-tabulating verb form and lexical type 130, 130–132, 131
- lexical effects 116–121, 132, 135–136
- overshooting of NS targets 121, 132–133
- sophisticated language use230
- task-related differences and lexical effects for advanced learners 116–121, 132–134
- tenses and lexical types used in study 115–116
- variable mood distinction 183–185, 184
G
- Galloway, V.21
- Garrett, P.231
- Gass, S. M. 67, 68, 71–73, 84, 85, 87, 88, 373
- Gatbonton, E.481
- Geeslin, K. L. 3, 8, 173, 174, 227, 229, 230, 233, 402–403, 403 , 410, 417–423, 428, 432–434
- Gender inflection 104–105, 107–110
- Genre, culture-driven context of302
- German 22, 67–68, 68 , 473, 481
- Giannakouros, P.420
- Gilabert, R.357
- Glisan, E. W.30
- Goldvarb (software)224
- Gómez, C. 314–315, 317–318
- Gorsuch, R. L.442
- Grammatical development, concept-oriented approach to 97–99
- Grammatical development, future-time expression and see Future-time forms
- Grammatical Metaphor (GM)
9, 299–321
see also Systemic Functional Linguistics (SFL)
- ideational metafunctions 301–303, 307, 310–314
- interpersonal metafunctions 301–303, 307, 308, 311, 315–318
- oral-written language continuum 301–303, 307–309, 311, 318–319
- oral-written language continuum and semiotic incongruence 303–311
- registers, defined 299–300
- textual (logical) metafunctions 301–302, 307, 311, 314, 315
- Granena, G. 472, 473–474, 481–482, 483
- Grey, S.357
- Grice, P.330
- Griffith, C.390
- Gudmestad, A. 101n3, 104–107, 106 , 174, 176, 182, 183n10, 185, 433
- Guijarro-Fuentes, P. 229, 422–423
- Gunterman, G.403
- Gurzynski-Weiss, L.233
- Gyllstad, H. 23, 24
H
- Hacking, J.67
- Halliday, M. 301–303, 307, 309
- Harrington, M.355
- Hasler-Barker, M.333
- Hedges, as stance element 248–250, 252, 254–264, 255 , 256 , 258 , 270 ; see also Stance in writing
- Heller, M.30
- Heritage speakers (HSs)
see also Cluster analysis
- pragmatic competence of 335–337
- proficiency assessment26n2
- Hernández, T. A. 333, 334, 340
- Higher Language Cognition (HLC) 19–20, 25–26, 30, 31
- Hill, L. A.448
- Horwitz, B.442
- Horwitz, E. 442, 443
- Hulstijn, J. H. 19–20, 24, 25–26
- Hummel, K. M.358
- Hungarian421
- Hurtado, L. M.149
- Hyland, K. 246, 247–251, 254, 261
- Hyltenstam, K. 22–23, 150, 163, 472
- Hymes, D.19
I
- Ideational Grammatical Metaphor (GM) 301–303, 307, 310–314
- Ignatieva, N.311
- Implicature, pragmatic competence and 327–332
- Indirect meaning, pragmatic competence and 327–332
- Indirect object pronouns 101–104, 102 , 103
- lexical noun phrases 233–235
- Individual characteristics
9–10
see also Cluster analysis; Copulas; Direct object pronouns; Language anxiety; Language aptitude; Working memory capacity
- advancedness in shared features among learners vs. individual differences 188–189
- proficiency and relationships among modalities (speaking, listening, reading) 77–82, 78 – 81
- sophisticated language use and 228–229, 275, 288–289
- verbal moods 185–187, 186 , 187
- Instituto Cervantes329
- Interagency Language Roundtable (ILR) scales 20–21, 27 , 27–29
- Intercultural competence
8–9, 273–298
- defined 275–276
- Developmental Intercultural Competence Model 276, 277, 279, 280–287, 289–290, 290
- as measure of sophisticated language use in context 273–275
- stance towards cultural difference 276–277
- Interlanguage (IL) pragmatics323 see also Pragmatic competence
- International Second Language Proficiency Ratings18
- Interpersonal Grammatical Metaphor (GM) 301–303, 307, 308, 311, 315–318
- Interviews see Intercultural competence
- Isabelli, C. 389, 403, 407
- Iwashita, N.49
J
- Japanese 22, 67–68, 68 , 359
- Juffs, A.356
K
- Kagan, O.372
- Kanwit, M. 100 , 100–101, 104–105, 107, 173, 230
- Kasper, G. 326–327
- Kim, Y.460
- Kinginger, C.228
- Kinsella, C.150
- Klee, C. A.101
- Koeth, J. T.357
- Koike, D. A.328
- Kondo-Brown, K.373
- Korean 46, 67–68, 68 , 229 ; see also Copulas
- ser vs. estar in pre-adjectival contexts 419–421, 429n5
- Kormos, J.358
- Kramsch, C.275
L
- Lafford, B. 403, 410
- Lancaster, Z. 247, 250
- Langman, J.422
- Language anxiety
10, 441–467
see also Foreign language enjoyment
- as affective factor 441–442
- cognitive task complexity 444–445, 450–452, 457
- discussion and future research 457–461
- positive emotions 442, 445–447
- qualitative scoring and analytical procedures 449–450, 450 – 451
- in SLA literature 442–444
- Language aptitude
10, 469–487
- age of onset (AO) 469–470
- explicit language aptitude 471–473, 476–477
- LLAMA aptitude test battery 472–473
- nativelikeness and 470–471
- Language Flagship Proficiency Initiative 66–67, 69, 375 ; see also Proficiency and relationships among modalities (speaking, listening, reading)
- Language testing industry
see also American Council on the Teaching of Foreign Languages (ACTFL)
- expansion of 17–18
- oral proficiency emphasis18
- proficiency scales vs. theoretical models of language proficiency20
- Language Testing International (LTI) 69, 71, 88
- Lantolf, J. P.21
- Late-acquired structures and advanced oral proficiency
7, 95–114
see also Dialect processing; Future-time forms; Pronunciation; Verbal mood
- advancedness as construct and95
- advanced proficiency, terminology96
- complexity of late-acquired structures96
- concept-oriented advanced grammar 99–100, 100 , 102 , 103
- concept-oriented approach 97–99
- inflectional morphology development 97, 98, 107–110
- oral production as marker of advancedness 96–97, 100, 103, 107–111
- role of late-acquired structures and problems, challenges, possibilities 110–111
- variationist framework 97–98, 104–107, 106
- Lee, J. F. 101–104, 102 , 103 , 108, 110, 400, 401, 402n2, 403–405, 409
- Leísmo 104, 108–110, 398, 406 ; see also Direct object pronouns
- Leonard, K. R.199
- Levelt, W. J. M.48
- Levinson, S. C.324
- Lexical future 116–118 ; see also Future-time forms
- Lexical noun phrases 233–235
- Lexical triggers 135, 173–175, 173n3, 185, 187, 491
- Léxico informatizado del Español (Spanish Computerized Lexicon, LEXESP)201
- Li, S. 359–360
- Lightbown, P.410
- Limited Attentional Capacity model46
- Linck, J. A.357
- Linford, B.227
- Liskin-Gasparro, J.22
- Listening modality, proficiency and see Proficiency and relationships among modalities (speaking, listening, reading)
- Listening Proficiency Test (LPT)69 see also Cluster analysis; Proficiency and relationships among modalities (speaking, listening, reading)
- Logical (textual) Grammatical Metaphor (GM) 301–302, 307, 311, 314, 315
- Long, A. Y. 232, 233, 421, 432
- Long, M. H. 24, 470, 473–474, 478, 481–482
- Longitudinal development
352, 357–362
- Shea on 195–217
- Soneson on 82–84, 86
- Lord, G.149n5
- L2 resources outside of class see Cluster analysis
- Lu, H. C.420
- Luecht, R. M.49
- Lunn, P. V.172
- Lushene, R. E.442
- L2 writing see Stance in writing
M
- MacIntyre, P. D. 445–446, 458
- Magnan, S. S.369
- Malovrh, P. A. 41–42, 101–105, 102 , 103 , 108, 110, 400, 401, 402n2, 403–405, 409, 489
- Martin, J.307
- Martin, J. R.247
- Matsuda, P. K.245
- Matthiessen, C.301
- Maxim, H. H. 389–390
- McAloon, P. 25, 30, 32
- McCarthy, C. 108, 400
- McManus, K.193
- McNamara, T.49
- Mean length of utterance (MLU) 50–59, 51 , 53 – 57
- Mennen, S.470
- Metafunctions301 see also Grammatical Metaphor
- Metalinguistic awareness26n3
- Michigan State University 369–371, 374 ; see also Cluster analysis
- Michigan Test of English Language Proficiency (MTELP)424
- Mithun, M.172
- Modality see Proficiency and relationships among modalities (speaking, listening, reading)
- Modern Language Aptitude Test Battery (MLAT) 472–473 ; see also Language aptitude
- Monologue task 198–199
- Mood-distinction contexts/mood selection see Verbal mood
- Morphological development
- direct object expression and 398–404, 409–411 ; (see also Direct object pronouns)
- direct object expression and effects of study abroad 398–404, 409–411
- late-acquired structures and advanced oral proficiency 97, 98, 107–110
- Morphological future (MF) 116–118 ; see also Future-time forms
- Morphosyntactic differences
- lexical differences23
- working memory capacity 356–358
- Morton, J.250
- Motivation of students 375–376, 382–383, 383 , 395
- Moyer, A. 150, 471, 473, 481, 482
- Muñoz, C.357
- Munro, J.469
N
- Nagle, C. L.148
- National Autonomous University of Mexico (UNAM) 311–314
- National Security Education Program 66–67
- Nativelike accuracy
- accented speech 470–471 ; (see also Language aptitude)
- morphological inflection109
- native-like attainment of pronunciation by immigrants 144–145, 163–164 ; (see also Pronunciation)
- Native speakers (NSs)
- ACTFL OPIc and fluency47
- proficiency assessment and advancedness 25, 26n2
- verbal moods used by advanced-level L2 learners vs. 174–182, 181 , 185
- Neff, J.251
- Negative emotions see Language anxiety
- Nishida, C. 403, 407
- Norris, J. 373, 392
- Null subjects, sophisticated language use 233–235
O
- O’Hagan, S.49
- Ohio State University32
- Olsen, M. K.149
- One-to-One Principle 399, 400
- Oral Proficiency Interview – Computer (OPIc, ACTFL) question prompt
5–6, 41–63
see also Cluster analysis
- ACTFL OPIc procedures 43–46, 45
- advanced proficiency and performance relationship 42–43
- advanced vs. advancedness terminology 41–42
- fluency, defined 47–49
- Language Flagship Proficiency Initiative69(see also Proficiency and relationships among modalities (speaking, listening, reading))
- Oral Proficiency Interview (OPI) and Oral Proficiency Interview – Computer (OPIc), defined 41, 42
- pragmatic skills assessment329
- task conditions 46–47, 50–59, 51 , 53 – 57
- Oral-written continuum see Grammatical Metaphor
- Ortega, L. 95, 96, 245, 273–274, 301, 352, 353, 368
- Osthus, P.357
- Overt pronouns, sophisticated language use and235
P
- Paesani, K.3
- Palmer, A. S.19
- Pauses
- in monologue tasks used to measure dialect processing199
- as temporal fluency quantitative measure48
- Pearson, L.389
- Pekrun, R.445
- Periphrastic future (PF) 116–118, 180 ; see also Future-time forms; Verbal mood
- Phonological working memory (PWM, phonological loop) 354, 357–358
- Phonology see Pronunciation
- Pienemann, M.21
- Pino, C.328
- Pinto, D. 329, 335, 336
- Pisoni, D. B.231
- Planken, B.470
- Pluperfect tense see Verbal mood
- Portuguese 67–68, 68 , 229
- Positive emotions see Language anxiety
- PRAAT (software) 52, 153, 227
- Pragmatic competence
9, 323–348
- context of learning 332–340
- defined 323, 324–325
- L2 pragmatics, defined323
- L2 pragmatics, fundamental concepts 324–327
- operationalization of proficiency across studies341
- pragmalinguistic and sociopragmatic knowledge 325–326
- pragmatic transfer 326–327
- speech acts and implicature 327–332
- Present indicative (PI) 116–118 ; see also Future-time forms
- Pre-task planning445
- Preterit tense see Verbal mood
- Prevoicing 145, 148, 164 ; see also Pronunciation
- Proficiency and relationships among modalities (speaking, listening, reading)
6–7, 65–91
- ACTFL proficiency ratings, defined 65–66, 71 , 71–72
- advancedness defined in context 87–88
- battery of tests used69
- Certificate of Advanced Proficiency in Spanish 70–71, 73–75, 84–85, 88
- correlation between modalities 76 , 76–77, 77
- curricular level 73–75, 73 – 75
- Language Flagship Proficiency Initiative 66–67, 69
- modalities, defined 65–66
- studies of Spanish vs. other languages 66–68, 68
- writing modality 65, 70, 88
- Proficiency assessment
5, 17–40
- criticisms 18, 21–26
- future of 28–32
- hybrid proficiency assessment 31–32
- individual differences 188–189
- language testing industry expansion 17–18
- lexical processing/encoding213
- proficiency labels, defined 27, 31
- Pronunciation
7, 143–169
see also Language aptitude
- native-like attainment in 144–145
- rhotics 145–150, 152, 157 , 157–159, 158 , 161, 164
- spirants 145–149, 152, 153, 155–159, 156 , 160 , 161, 164
- stops 145 , 145–148, 152–155, 154 , 155 , 159, 159 , 161, 164
Q
- Question prompts
see also Oral Proficiency Interview – Computer (OPIc, ACTFL) question prompt
- OPI vs. OPIc 44–45, 45
- Oral Proficiency Interview (OPI) and Oral Proficiency Interview – Computer (OPIc), defined 41, 42
- QuickTime (software)449
R
- Raschio, R.335
- Rbrul (software)224
- Reading modality, proficiency and. see Proficiency and relationships among modalities (speaking, listening, reading)
- Reading Proficiency Test (RPT)69 see also Cluster analysis; Proficiency and relationships among modalities (speaking, listening, reading)
- Reeve, J.445
- Registers 299–300 ; see also Grammatical Metaphor
- Rehilamiento 196–197
- Rhotics
146–147, 153,
160
–
161
, 161, 164
see also Pronunciation
- articulation 157 , 157–159, 158
- defined145
- Rifkin, B. 66, 67
- Rivers, W. P.30
- Robinson, J. P.30
- Robinson, P. 46, 444, 459
- Rodríguez Vergara, D. 309, 311–314
- Rojas Aguilar, P. M. 311, 316–317
- Rose, M.149
- Rubio, F.23
- Russian 66–68, 68 , 370
- Ryan, J.403
- Ryshina-Pankova, M.307
S
- Sáfár, A.358
- Sanz, C.357
- Sasayama, S.448
- Sawyer, M.355
- Schils, E.470
- Schleppegrell, M. J.251
- Schmidt, L. B. 196, 223–224, 231, 232
- Schmitt, E. 66, 67
- Schoonmaker-Gates, E.231
- Schutz, P. A.445
- Scovel, T.469
- Searle, J. R. 327–328
- Second Language Acquisition and Testing in Europe (SLATE)23
- Self-mentions, as stance element 249, 252, 254–256, 255 , 260, 261, 263, 271 ; see also Stance in writing
- Selinker, L.144
- Ser see Copulas
- Serafini, E. J.357
- Shea, C. E.199
- Shively, R. L. 149, 340
- Showstack, R.336
- Singleton, D.150
- Situation-specific anxiety443
- Skehan, P. 46, 450
- Skill Acquisition Theory (SAT) 193–194, 212
- Slabakova, R. 107, 108
- Social media, role in language learning 68, 87 ; see also Cluster analysis
- Sociolinguistic situation
- proficiency assessment and advancedness 24–25
- sophisticated language use 221–224, 230–232
- Sociopragmatic knowledge 325–326
- Solon, M.227
- Soneson, D. 3, 390
- Sophisticated language use in context
8, 219–243
see also Intercultural competence
- characterizing advanced production 226–229
- classroom learning and relationship to advancedness 233–236
- defined 219–221, 273–274
- measuring interpretive abilities 230–232
- variationist approaches and analyses 219–226
- Spada, N.410
- Spanish Computerized Lexicon (Léxico informatizado del Español) 201
- Speech acts, pragmatic competence and 327–332
- Speech production stages48
- Speech rate
see also Temporal fluency
- proficiency and fluency49
- as temporal fluency quantitative measure48
- Spenader, A. J.391
- Spielberger, C. D.442
- Spirants
see also Pronunciation
- approximants 146n1, 152n9–10, 159, 161, 164, 164
- defined 145, 160 , 161
- voiced stop consonants 145–146, 155–156, 156
- Stance in writing
8, 245–271
- attitude markers 247, 248, 252, 254–257, 255 , 256 , 257 , 261–262, 271
- boosters 248–250, 252, 254–256, 255 , 256 , 259 , 259–262, 264, 270
- hedges 248–250, 252, 254–264, 255 , 256 , 258 , 270
- interactional stance elements in Spanish and English texts 251–252
- interpersonal-epistemic modality 247–249, 251, 254, 255, 258, 270–271
- linguistic axis (grammatical vs. lexical) used for study of 254, 256 , 270–271
- self-mentions 249, 252, 254–256, 255 , 260, 261, 263, 271
- stance, defined 247–249
- stance in academic writing 249–251
- Stance towards cultural difference 276–277 ; see also Intercultural competence
- Standardized assessment
4–6
see also Future-time forms; Intercultural competence; Late-acquired structures and advanced oral proficiency; Oral Proficiency Interview – Computer (OPIc, ACTFL) question prompt; Proficiency assessment; Pronunciation; Study abroad; Verbal mood
- Diploma de Español de Lengua Extranjera (DELE) Proficiency Test 4, 199, 279, 329
- Discourse Completion Test (DCT) 329, 335
- Foreign Language Classroom Anxiety Scale (FLCAS) 442, 443
- levels of proficiency identified by ACTFL 65–66
- LLAMA aptitude test battery 472–473
- Michigan Test of English Language Proficiency (MTELP)424
- Modern Language Aptitude Test Battery (MLAT) 472–473
- State anxiety443
- Statistical package for the social sciences (SPSS)224
- STEM occupations, foreign language competency demand in32
- Stops
see also Pronunciation
- defined145
- English vs. Spanish 145, 145 , 153–155, 154 , 155 , 159, 159 , 161, 164
- Storch, N.250
- Strawbridge, T.390
- Study abroad
see also Cluster analysis; Dialect processing; Direct object pronouns; Intercultural competence
- pragmatic competence 328–329, 333–335
- proficiency and relationships among modalities (speaking, listening, reading) and effect of 69–71, 73–75, 85–88
- sophisticated language use 228–229
- Subjunctive-indicative contrast 171–178, 180, 182–183, 185–188 ; see also Verbal mood
- Superlab (software)202
- Swain, M. 19, 225
- Sykes, J. M.339
- Systemic Functional Linguistics (SFL) 299–303, 307–309, 311, 318–319 ; see also Grammatical Metaphor
T
- Taguchi, N. 331, 332, 359
- Taps 146–147, 153, 160 – 161 , 161, 164 ; see also Pronunciation
- Tardy, C. M.246
- Tarone, E. 151–152, 225
- Task
- cognitive task complexity 444–445, 450–455, 453 – 455 , 457
- task-based language teaching (TBLT) 442, 444 ; (see also Language anxiety)
- Taylor, L.23
- Temporal fluency
- articulation rate and mean length of utterance 48, 50–59, 51 , 53 – 57
- defined42(see also Fluency; Oral Proficiency Interview – Computer (OPIc, ACTFL) question prompt)
- quantitative measures of48
- Tenses
- future tense and late-acquired structures 98–100, 104
- future-time expression(see Future-time forms)
- tense/mood/aspect (TMA) forms in mood-distinction contexts 174–175, 177, 178, 180–182, 181 , 187
- Terminological resemblance 22–23
- Test de Français International 228n3
- Textual (logical) Grammatical Metaphor (GM) 301–302, 307, 311, 314, 315
- Thompson, G. L. 45, 50, 51
- 360-degree assessment32
- Torres, J. P. 400 , 400–401
- Tóth, Z. 443, 447, 458, 460
- Tracy-Ventura, N.460
- Trait, state, and situation-specific anxiety/trait-state anxiety/trait anxiety442
- Trills 146–147, 153, 160 – 161 , 161, 164, 223 ; see also Pronunciation
- Tschirner, E. 66, 67, 71, 85, 87
- Tschirner, J. P. 22, 25, 31
U
- United States Foreign Service Institute 20–21
- University of California (UC) Davis 314–315, 317–318
- University of Minnesota 3, 370
- University of Utah370
- University of Wales472
- U.S. Department of Defense 31–32
V
- Valdés, G. 328, 372–373
- Van der Slik, F.470
- VanPatten, B.101
- Van Summeren, C.470
- Varbrul (software)224
- Variationist analysis see also Sophisticated language use in context
- defined105n4
- late-acquired structures and advanced oral proficiency 97–98, 104–107, 106
- mood-distinction contexts 171–175, 177–180, 185, 187
- Type I vs. Type II distinction 418–419
- Velázquez-Mendoza, O. 311, 313–314
- Verbal mood
7, 171–191
- dialect regions 173, 176n6, 187m
- encoding of 180–182, 181
- as feature of advanced-level Spanish 171–172, 188
- individual variability 185–187, 186 , 187
- late-acquired structures and oral proficiency 105–107, 106
- subjunctive-indicative contrast 171–178, 180, 182–183, 185–188
- task items 182–185, 183 , 184
- verb choices in variable mood-distinction contexts 171–172
- Visuospatial sketchpad (working memory capacity)354
- Voice onset time (VOT) 145, 145 , 148, 153–155, 154 , 155 , 159, 159 , 161 ; see also Pronunciation
- Voicing assimilation 223–224
- Vollmer, H. J.21
W
- Wagner, J.221
- Waltmunson, J. C.150
- Watanabe, S.22
- Weigle, S.25
- Wempe, T.52
- White, P. R. R.247
- Whiteside, A.275
- Williams, A.231
- Willis, E. W. 223–224
- Winke, P. 67, 68, 73, 84, 85, 87–88, 358, 373
- Working memory capacity (WMC)
9–10, 351–366
- affect vs.441(see also Language anxiety)
- central executive (executive function) 354, 358
- differential success question 351–352
- findings and gaps, summarized 359–360
- future research about 360–362
- learner individual differences (IDs) and relationship to L2 development 354–358
- longitudinal development of advanced L2 capacities 352, 357–362
- phonological working memory (PWM, phonological loop) 354, 357–358
- visuospatial sketchpad354
- Written tasks
- future-time expression(see Future-time forms)
- on registerial spectrum(see Grammatical Metaphor)
Z
- Zampini, M. 148–149
- Zyzik, E. 108–109, 401, 401
