Sentence examples for second language proficiency from inspiring English sources

Stein, M. et al. Structural plasticity in the language system related to increased second language proficiency.

Previous research has shown a systematic relationship between phonological working memory capacity and second language proficiency for alphabetic languages.

Language: Second language proficiency is very beneficial though not required.

A recent keystroke logging study by Barkaoui (2016) further investigated the impact of task type and second language proficiency on test takers' revision patterns between the TOEFL iBT independent and integrated tasks.

This begs the question of whether collaboration and task completion should be assessed in the broader scope of second language proficiency, particularly as part of speaking ability (see Ducasse & Brown, 2009).

As an example, (Stansfield and Hansen's 1983, pp. 29, 31) review of relevant literature concludes that cloze is a valid procedure because cloze tests in different studies have correlated highly with other lengthy measures of second language proficiency.

We discuss our findings in relation to the students' second language (L2) proficiency and the nature of their immersion experience.

Therefore, in addition to teacher/rater perceptions of what second language learner proficiency entails, attention also needs to be paid to the theory of second-language acquisition when typical performances of a proficiency level are described (Hulstijn 2007; Westhoff 2007).

This indicates that Stroop performance is largely driven by executive control abilities, which are related to proficiency in a second language, with increasing proficiency leading to stronger L2 activation and increased language conflict, and therefore a greater need for cognitive control.

Age of second language acquisition and language proficiency interactively influence bilinguals' cognition.

Unfortunately, when it comes to ELLs, without an understanding of second language acquisition and language proficiency, teachers may discount the role of language and its impact on students' academic performance (de Jong and Harper, 2005) and tend to identify causes of students' academic struggles as related to a learning, developmental, or emotional difficulties (Cheatham et al. 2014).