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Article published In: International Journal of Learner Corpus Research
Vol. 6:1 (2020) ► pp.1–37

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SLA developmental stages in the CEFR-related learner corpus MERLIN

Inversion and verb-end structures in German A2 and B1 learner texts

 | Leipzig University
Published online: 14 April 2020
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https://doi.org/10.1075/ijlcr.18008.wis
Abstract
Little is known about the link between Second Language Acquisition (SLA) developmental stages ( 1998. Language processing and second language development. Processability theory. Amsterdam: Benjamins. Google Scholar logo with link to Google Scholar) and the Common European Framework of Reference (CEFR) proficiency levels. Therefore, this study examines the inversion (INV) and verb-end (VEND) stages in L2 German MERLIN texts rated B1 (N = 104) or A2 (N = 32). Two acquisition criteria are applied to individual texts (emergence, 1998. Language processing and second language development. Processability theory. Amsterdam: Benjamins. Google Scholar logo with link to Google Scholar; 75%-correct, Ellis, R. 1989. “Are Classroom and Naturalistic Acquisition the Same? A study of the classroom acquisition of German word order rules”, Studies in Second Language Acquisition 11(3), 305–328. Google Scholar logo with link to Google Scholar) and combined with analyses of texts grouped at CEFR levels. Results suggest links between developmental stages and CEFR levels: VEND was emerged in 44% of B1 texts, while most A2 texts did not contain VEND. Many B1 texts (61.5%), but only 37.5% of A2 texts showed emergence of INV. However, analyses also revealed persisting problems with INV accuracy at B1. More generally, the study points out shared challenges for Learner Corpus Research, SLA, and proficiency/assessment research related to the availability of linguistic evidence in learner texts.
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1Inversion and verb-end in German L2
    • 2.2Literature review
  • 3.Research questions
  • 4.Methods
    • 4.1Data: The MERLIN corpus
    • 4.2Sampling strategy
    • 4.3Data preparation
    • 4.4Methods of data analysis
      • 4.4.1Frequency of INV/VEND at A2 and B1 (RQ1)
      • 4.4.2Application of the criteria of L2 acquisition (emergence/75% correct, RQ2)
      • 4.4.3Relating INV and VEND to CEFR levels
  • 5.Results
    • 5.1RQ1: Frequency of INV and VEND at A2 and B1
    • 5.2RQ2: Acquisition of INV and VEND at A2 and B1
      • 5.2.1Emergence of INV and VEND
      • 5.2.2Frequency-based accuracy of INV and VEND
      • 5.2.3Comparing acquisition criteria
    • 5.3RQ3: INV and VEND and their relationship to CEFR levels A2 and B1
      • 5.3.1Further frequency analyses with a focus on accuracy
      • 5.3.2INV and VEND as potential criterial features
      • 5.3.3Correlations of INV and VEND with proficiency ratings
  • 6.Discussion
  • 7.Conclusion
  • Notes
  • References
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