Tracking learners’ progress in nominalization use: a quantitative and qualitative longitudinal corpus analysis

Meunier, Fanny [UCL] Gentil, Guillaume [Université d'Alberta]

Cross-sectional studies have correlated the frequency of nominalizations in L2 texts and rating scores of L2 academic writing ability (Grant and Ginther 2000; Jarvis et al. 2003). Yet it remains unclear what exactly nominalization frequency is a measure of: register development, language proficiency, or genre sensitivity? Also unclear is the degree to which greater nominalization use is a reliable indicator of better use. To investigate these questions quantitatively and qualitatively, we draw on two corpora: the Longitudinal Database of Learner English (LONGDALE) and the International Corpus of Learner English (ICLE). First, we compare the frequencies of correctly and incorrectly formed nominalizations in French and Spanish L1 learners of English as a foreign language across two genres (short opinion pieces vs. longer literary or linguistics EAP essays) and five years of university studies. To better interpret the quantitative tendencies observed, we then analyze the lexical realizations and functions of the nominalizations in the productions of four focal learners. Findings are interpreted in light of research on grammatical metaphor use in foreign language writing (e.g., Ryshina-Pankova & Byrnes 2013; Liardét 2013) and on the multicomponential nature of L2 writing expertise (Schoonen et al., 2011; Gentil, 2011) Gentil, G. (2011). A biliteracy agenda for genre research. Journal of Second Language Writing, 20(1), 6-23. Grant, L. & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 writing differences. JSLW, 9, 123–145. Jarvis, S., Grant, L., Bikowski, D. & Ferris, D. (2003). Exploring multiple profiles of highly rated learner compositions. JSLW, 12, 377–403. Liardét, C. L. (2013). An exploration of Chinese EFL learner's deployment of grammatical metaphor: Learning to make academically valued meanings. JSLW, 22(2), 161-178. Ryshina-Pankova, M., & Byrnes, H. (2013). Writing as learning to know: Tracing knowledge construction in L2 German compositions. JSLW, 22(2), 179-197. Schoonen, R., Van Gelderen, A., Stoel, R. D., Hulstijin, J., & Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61(1), 31-79.