Linguistic adaptability across genres and modalities: A corpus-based investigation of a key component of L2 proficiency

The project addresses an issue of critical importance in language learning and testing - the construct of linguistic proficiency in a second language (L2). In particular, it focuses on a crucial component of proficiency, linguistic adaptability, that is, the ability to adapt the use of language according to different communicative contexts and needs. The study combines state-of-the-art corpus methods with advances in language testing and assessment (LTA) research to address the topic and to contribute to second language acquisition (SLA) and LTA theory. The study also seeks to apply the findings directly in LTA practice by closely collaborating with the British Council (BC), a major international organisation specialising in the delivery of English teaching and testing.
Understanding what factors affect the ability to communicate effectively in L2 is critical for determining whether language users are likely to be able to perform successfully in a certain domain of language use. Typically, linguistic proficiency has been assessed in relation to specific language modes (e.g. speaking) or genres (e.g. academic writing) (Bachman & Palmer, 2010). However, less attention has been paid to understanding how L2 users can adapt their language across modes and genres, a key element of discourse competence (Canale, 1983) and of successful communication (Taguchi & Roever, 2017). The ability to adjust language in response to different communicative requirements relies on a complex array of lexico-grammatical resources and on pragmatic knowledge of what is appropriate/expected across different genres/modalities. Studying linguistic adaptability would thus help to expand our understanding of language proficiency at different stages of language acquisition. Such understanding has implications for the development of language tests and rating scales that seek to comprehensively assess the communicative abilities of L2 learners.