In this study, the authors investigated effects of aural model—supported rehearsal preparation on selected behavioral and evaluative elements of novice teachers’ rehearsals. Sixteen preservice music teachers conducted high school bands in four 15-minute rehearsals (two rehearsals on two different pieces).To prepare for their rehearsals on one piece, participants were given only the conductor score, while for the other piece, they were given both a score and a recorded model of the piece on an audio compact disc.Video recordings of all 64 rehearsals were systematically observed for teachers’ verbalizations across several musical and teaching variables. Participants also completed post-rehearsal evaluations of their teaching and of the ensemble’s playing. Differences between conditions were small, with teachers’ verbalizations reflecting a proportionally greater concern for accuracy in the model-supported condition. Evaluations of rehearsals were less self-directed and were more critical of the ensemble, a finding consistent with previous research.There was virtually no difference in responses between conditions for conductor expressiveness.
Studies of L2 oral task performance report fluency as critical for functional adequacy, with pausing behaviors
emerging as strong predictors of functionally adequate speech. The present study investigated the extent to which the type and
location of pausing is related to functional adequacy. Oral performances on two tasks by 40 L2 speakers of English at four
proficiency levels were rated on a functional adequacy scale and analyzed for type of pausing, silent and filled at mid- or
end-clause location. The study found significant relationships between functional adequacy and the frequency of end-clause pauses
in L2 speech. We interpreted this finding as suggesting that breakdowns in message conceptualization play a role in how the
functional adequacy of L2 speech is construed by the listeners.
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