2. Laying the Groundwork: Programmatic Models in US Language Flagship Programs

Murphy, Dianna; Evans-Romaine, Karen; Anishchenkova, Valerie; Jing–Schmidt, Zhuo

doi:10.21832/9781783096107-006

Cited by 2 publications

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“…The Communication goal area in the World‐Readiness Standards for Learning Languages (National Standards Collaborative Board, 2015) comprises three content standards, also called the three communicative modes: interpersonal, interpretive, and presentational. In recent years, the three modes of communication have guided the design and implementation of foreign language curriculum, teaching, and assessment in the United States by placing presentational, interpersonal, and interpretive communications at the center of the L2 classrooms (see Murphy & Evans‐Romaine, 2016, for examples). Different speech modes, such as presentational and interpersonal speech, may afford distinct psychological, communicative, and sociolinguistic conditions for eliciting speech, potentially leading to differential process and product of speaking (Koike, 1998; Shohamy, 1994; Stansfield & Kenyon, 1992; Tavakoli, 2016).…”

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confidence: 99%

Disfluency and self‐repair in presentational and interpersonal speech modalities

Liao

2022

Foreign Language Annals

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The current study investigated disfluency and self‐repair in L2 presentational and interpersonal speech to determine whether speech modes may affect L2 self‐repair. Knowledge of self‐initiated repair behavior in L2 speech is particularly relevant for understanding psycholinguistic processes of L2 speech production. Different speech modes, such as presentational and interpersonal speech, may provide distinct psychological and discourse conditions for eliciting speech. Although presentational and interpersonal communicative skills are deemed crucial subskills of L2 ability, little research has examined whether patterns of L2 disfluency and self‐repair may vary between the two speech modes. The current study examined the distributions and rates of different types of disfluency signals, reparanda, and repair strategies manifested in presentational and interpersonal speech by advanced L2 Chinese speakers. The results revealed that in both speech modes, advanced Chinese speakers allocated significant repairing effort to correct lexical items and reformulate messages. The distributions and rates of different types of self‐repair exhibited significant between‐mode differences. The findings indicate that speaking practice through different modes may facilitate the development of L2 speaking skills in different areas. Further research is still needed to examine disfluency and self‐repair in various speech modes and with different L2 proficiency levels and task conditions.

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Section: Introductionmentioning

confidence: 99%

Disfluency and self‐repair in presentational and interpersonal speech modalities

Liao

2022

Foreign Language Annals

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“…Since 2006, the Language Flagship, an initiative of the National Security Education Program, has supported the development of innovative language programs that encourage undergraduates to follow the major of their choice while studying a critical language (Murphy & Evans–Romaine, 2017). Participants are expected to reach limited working proficiency (Level 2) as measured on the Interagency Language Roundtable (ILR, 2011 1 ) scale in their critical language through study in US domestic language programs, and then to reach general professional proficiency (ILR Level 3) by the conclusion of a capstone year abroad.…”

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confidence: 99%

Exploring the lexical profile of advanced L2 writers: Longitudinal data from the Russian Overseas Flagship program

Comer

2023

The Modern Language Journal

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This study explores the lexical profile of essays written by 48 advanced learners of second language (L2) Russian who participated in the Russian Overseas Flagship, an intensive year-long study abroad program designed to help students reach Interagency Language Roundtable (ILR) Level 3 proficiency in all skills. Using the lexical frequency profile and P-Lex as measures of vocabulary sophistication, the study found that over the 9 months of the program, students significantly increased their usage of words from the lowest frequency bands. This adds to previous findings that knowledge of lexical items at the 3,000-5,000 word frequency levels predicts reading proficiency at the ACTFL advanced high-superior level in Russian. However, the increase of vocabulary sophistication was not clearly correlated with improvements in the students' writing proficiency scores, as measured on the ILR scale. A qualitative analysis of the students' low-frequency vocabulary usage reveals their control of native Russian vocabulary and derivational morphology. The analyses reveal the effects of writing tasks on student vocabulary usage.

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2. Laying the Groundwork: Programmatic Models in US Language Flagship Programs

Cited by 2 publications

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Disfluency and self‐repair in presentational and interpersonal speech modalities

Disfluency and self‐repair in presentational and interpersonal speech modalities

Exploring the lexical profile of advanced L2 writers: Longitudinal data from the Russian Overseas Flagship program

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