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dc.rights.licenseCC-BY-NC-ND
dc.contributor.advisorKeijzer, M.C.J.
dc.contributor.authorDuursma, J.M.
dc.date.accessioned2012-08-22T17:01:06Z
dc.date.available2012-08-22
dc.date.available2012-08-22T17:01:06Z
dc.date.issued2012
dc.identifier.urihttps://studenttheses.uu.nl/handle/20.500.12932/14667
dc.description.abstractThis study has researched on a small scale how improvement in second language proficiency can be measured. For example, the following two sentences are both written by the same student, but at different stages of university-level ESL instruction. Sentence A: “Our world has been a place for men for a very long time.” Sentence B: “On the contrary, the use of new technologies such as mobile phones and especially the Internet, [sic] has resulted in an extended social life which allows people to participate more in society.” (Student 1, see Appendix A) Both sentence A and B voice opinions, however, the latter provides much more information than the former. When comparing these two sentences on grammatical and lexical complexity, sentence B scores higher on both accounts. This example demonstrates exactly what this study focuses on; does progress in lexical and grammatical complexity occur through proficiency courses.
dc.description.sponsorshipUtrecht University
dc.format.extent359309 bytes
dc.format.mimetypeapplication/msword
dc.language.isoen_US
dc.titleMeasuring Progress in Second Language Proficiency A concise study on progress with lexical and grammatical complexity in written proficiency tests of students of English
dc.type.contentBachelor Thesis
dc.rights.accessrightsOpen Access
dc.subject.keywordsEnglish Second Language, language acquisition, language proficiency, T-units, lexical complexity, grammatical complexity
dc.subject.courseuuEngelse taal en cultuur


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