Utveckling av komplexitet, korrekthet och flyt hos sfi-elever med och utan språkpraktik

Abstract

The present paper reports on an intervention study investigating the development of complexity, accuracy and fluency in written texts collected longitudinally, under controlled conditions, from two groups of adult immigrants enrolled in Swedish for Immigrants (SFI). The students in the intervention group spent two days per week in a work placement, while the students in the control group had language classes each day. In addition, measures of complexity, accuracy and fluency are also related to the texts’ general quality, which was assessed by five experienced teachers of Swedish as a second language, using the method of comparative judgement. Quantitative analyses reveal that general text quality correlate positively with complexity, fluency and accuracy to some extent. General text quality, complexity and fluency (but not accuracy) developed positively over time. Work placement did not affect the development of general text quality but had a significant, positive effect on the development of fluency and complexity as well as a significant, negative effect on the development of grammatical accuracy. Pedagogical and theoretical implications of those results
are discussed.