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Article published In: Language, Plasticity and Learning: Developmental Issues: Langage, Plasticité et Apprentissage : enjeux développementaux
Edited by Michèle Kail and Frédéric Isel
[Language, Interaction and Acquisition 12:1] 2021
► pp. 133–156

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Analyzing variability in L2 ultimate attainment

 | University of Texas
Published online: 27 July 2021
DOI logo with link
https://doi.org/10.1075/lia.21001.bir
Abstract
Ultimate attainment is typically more heterogeneous among second-language (L2) learners than among native speakers (e.g. Bley-Vroman, R. (1990). The logical problem of foreign language learning. Linguistic Analysis, 20(1–2), 3–49.Google Scholar logo with link to Google Scholar). The present study offers a suite of simple analytical procedures aimed at exploring types and loci of variability in L2 attainment vis-à-vis those in the corresponding first language (L1), with special attention to certain learner-external factors that might condition such variabilities. To demonstrate the methods and their potential, we apply these procedures to learner and native acceptability judgment data published in (1992). Ultimate attainment in second language acquisition. Language, 68(4), 706–755. Available at [URL]. Under means analyses of item ratings and coefficients of variation (CV), a group of adult Anglophone learners of L2 French (ENS) are found to resemble native French controls (FNS). In contrast, under correlational analyses of ratings and CVs, ENS resemble FNS on grammatical items, but diverge on ungrammatical items. Correlational and means analyses of both CV and acceptability ratings reveal that ENS-FNS convergence is not predictable from the degree of FNS ratings variability, contra DeKeyser, R. (2012). Individual differences in native language attainment and their implications for research on second language acquisition. Linguistic Approaches to Bilingualism, 2(3), 260–263. Google Scholar logo with link to Google Scholar. For both groups, we observe an interaction between FNS ratings variability and the grammatical status of items (ungrammatical vs. grammatical). Finally, for neither group do we find a relationship between the order of item presentation and ratings severity or CVs. We present our perspectives as a road map for future analyses of variabilities inherent in language learning outcomes.
Résumé
L’ensemble des connaissances linguistiques acquises est typiquement plus hétérogène parmi les apprenants de langue seconde (L2) que chez les locuteurs natifs (e.g. Bley-Vroman, R. (1990). The logical problem of foreign language learning. Linguistic Analysis, 20(1–2), 3–49.Google Scholar logo with link to Google Scholar). La présente étude propose un faisceau de procédures analytiques visant à explorer les types et les sites de variabilité en L2 par rapport à ceux de la langue maternelle (L1), avec une attention particulière à certains facteurs en dehors de l’apprenant qui pourraient conditionner de telles variabilités. Afin de démontrer le potentiel de nos méthodes, nous analysons les jugements d’acceptabilité publiés dans (1992). Ultimate attainment in second language acquisition. Language, 68(4), 706–755. Available at [URL]. Dans nos analyses des moyennes de jugements et de coefficients de variation (CV), le groupe d’anglophones (ENS, apprenants adultes du français L2), ressemble aux témoins natifs du français L1 (FNS). En revanche, dans le cadre d’analyses corrélationnelles, ENS et FNS se ressemblent en termes de moyennes et de CV pour les items grammaticaux, mais pas pour les items non-grammaticaux. D’autres analyses révèlent que, contrairement à DeKeyser, R. (2012). Individual differences in native language attainment and their implications for research on second language acquisition. Linguistic Approaches to Bilingualism, 2(3), 260–263. Google Scholar logo with link to Google Scholar, le degré de convergence ENS-FNS n’est pas un artefact du degré de variabilité des jugements chez les FNS. Pour les deux groupes, nous observons une interaction entre le degré de variabilité des jugements chez les FNS et le statut grammatical (non-grammatical ou grammatical) des items. Enfin, pour les deux groupes, les CV et la sévérité des jugements ne sont pas affectés par l’ordre de présentation des items. Nous présentons nos perspectives comme une « feuille de route » pour de futures analyses de variabilités inhérentes aux résultats d’apprentissage des langues.
Article outline
  • 1.Introduction
  • 2.A brief look at variability in L2 and L1 attainment
  • 3.The nature of L2 variability
  • 4.The nature of L1 variability
  • 5.The present study
    • 5.1Analysis of cumulative deviance
      • 5.1.1Between-groups cumulative deviance
      • 5.1.2Group-internal cumulative deviance
    • 5.2Analysis of item ratings
      • 5.2.1ENS-FNS ratings comparisons, all items and grammatical vs. ungrammatical items
      • 5.2.2ENS-FNS ratings simple correlation, all items and grammatical vs. ungrammatical items
      • 5.2.3Item variability, means analysis of ENS-FNS coefficients of variation
      • 5.2.4Item variability, correlational analysis of ENS-FNS coefficients of variation
    • 5.3Analysis of ENS-FNS similarity as a function of FNS ratings variability
    • 5.4Ordering effects analyses
  • 6.Discussion
  • 7.Conclusion
  • Acknowledgements
  • Notes
  • References
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