Measured Language: Quantitative Studies of Acquisition, Assessment, and Variation

Illustrations

vii ■Illustrations Figures 1.1 Mean Scores of Registers along Dimension 1: Involved vs. Informational Production 8 1.2 Mean Scores for Registers along Dimension 2: Narrative vs. Nonnarrative Discourse 10 2.1 Negative Concord at Belten High (p=.000) 22 2.2 Negative Concord by Gender and Social Category 22 2.3 Negative Concord by Subgroups of Jocks and Burnouts 23 2.4 The Coastal California Shift 25 2.5 The Fields Pattern: Rachel’s TRAP 29 2.6 The Steps Pattern: Selena’s TRAP 29 2.7 Linda’s TRAP in Sixth and Seventh Grades 30 3.1 BNC Verb Type Distribution for ‘V across n’ and for ‘V n n’ 42 3.2 A Semantic Network for ‘V across n’ from the BNC Using WordNet as a Base 44 4.1 OPI Task Difficulties 53 4.2 Probability of Rating Difference by Rater Severity 55 4.3 Risk of Not Improving over Time Attributable to Severity Differences 58 4.4 Martingale Residuals for Rater Severity Differences 59 4.5 Rater Co-Calibration Scheme 60 4.6 Risk of Not Improving over Time after Rating Co-Calibration 61 5.1 Five Subgrouping Hypotheses 64 5.2 Language Map 67 5.3 Unrooted Distance-Based Network 72 5.4 Stochastic Dollo Maximum Clade Credibility Tree 74 6.1 Structural Coherence in L1 and L2 and FL Fourth Graders (N = 32) 86 6.2 Structural Coherence in L1 and FL Sixth Graders (N = 32) 86 6.3 Structural Coherence in L1 and FL Eightn Graders (N = 32) 87 6.4 Structural Coherence in FL and PPVT in FL 89 6.5 Number of Idea Units Fourth Grade (N = 16) 90 6.6 Number of Idea Units Sixth Grade (N = 16) 90 viii Illustrations 6.7 Number of Idea Units Eighth Grade (N = 16) 91 7.1 Number of Participants Using the Thirty-One Features 101 7.2 Cross-Linguistic Feature Implicational Scale 102 9.1 Simple Screenshot Sequence from the Exposure Phase 131 9.2 Accuracy at Test by Input Frequency When Using Implict and Explicit Knowledge 135 11.1 Group Differences in Judgment of Active and Passive Sentences 163 12.1 Generated SS Scores for Students by Level across SOPI Tasks 179 12.2 Means of Generated SS Scores by Student Level across SOPI Tasks 179 12.3 Differences in Generated SS Scores across Class Level 180 12.4 Distribution of Generated SS Scores across All Items 181 13.1 Demographic Data of Gateway Participants 187 13.2 Average IELTS Scores of Matriculated Students Grouped by Test Date 188 13.3 Average L/R/W/S IELTS Scores of Matriculated Students by Test Date 189 13.4 Average and Range of IELTS Scores of Full Cohort Grouped by ELC Levels 2-6 189 13.5 Average and Range of Gateway CoAS GPAs for Matriculated Students 190 14.1 Latent Growth Model Fit to the 1–4 Listening Test Administrations in the Dataset 204 14.2 Latent Growth Model Fit to the 1–4 DLPT Reading Test Administrations 205 14.3 The Latent Growth Model Fit to the 2–4 Speaking Test Administrations 206 14.4 Retention of Listening Skills between First and Most Recent Test 208 14.5 Retention of Reading Skills between the First and Most Recent Test 209 14.6 Retention of Speaking Skills between Second and Most Recent Test 209 14.7 Retention of Speaking Skills between Second and Most Recent Speaking Test by Initial Proficiency Level 210 15.1 Subordination Rate for Speaking vs. Writing 224 15.2 Coordination Rate for Speaking vs. Writing 224 15.3 Mean Length Clause for Speaking vs. Writing 225 Tables 1.1. MD studies of English discourse domains 12 1.2. MD studies of discourse domains of other languages 14 5.1. Languages analyzed 68 5.2. Sample data (cognate judgments) 70 5.3. Sample data for “old”, with coding converted to binary 71 ix Illustrations 6.1. Descriptive statistics (means and standard deviations) of structural coherence scores in L1 and FL 85 6.2. Regression analyses predicting the story grammar scores in FL from those in L1 85 6.3. Correlations among variables 88 7.1. Participant characteristics 97 7.2. Classification of thirty-one cross-linguistic features 98 8.1. Participant characteristics by proficiency level 118 8.2. Mean RT (ms), SDRT, CVRT, and error rate for L1 and L2 (standard deviations in parentheses) 121...