Exploring measures and perceptions of fluency in the speech of second language learners

Kormos, Judit; Dénes, Mariann

doi:10.1016/j.system.2004.01.001

Cited by 418 publications

(385 citation statements)

References 22 publications

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“…Language researchers for their part have mainly analyzed oral production data to determine exactly which quantifiable linguistic phenomena contribute to fluency in L2 speech (e.g. Lennon 1990;Kormos and Dénes 2004;Cucchiarini, Strik and Boves 2002;Towell, Hawkins and Bazergui 1996). This research suggests that speech fluency is a multi-componential construct in which different sub-dimensions can be distinguished, such as speed fluency (rate and density of delivery), breakdown fluency (number, length and distribution of pauses in speech) and repair fluency (number of false starts and repetitions) (Tavakoli and Skehan 2005).…”

Section: Defining Cafmentioning

confidence: 99%

Complexity, Accuracy, and Fluency in Second Language Acquisition

Housen

Kuiken

2009

Applied Linguistics

594

311

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Section: Defining Cafmentioning

confidence: 99%

Complexity, Accuracy, and Fluency in Second Language Acquisition

Housen

Kuiken

2009

Applied Linguistics

594

311

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“…In particular, research suggests that measures related specifically to the speed of speaking and the amount of pausing are relatively good predictors of perceptive fluency. One variable which consistently correlated with high perception scores across a number of studies is speech rate (Derwing et al, 2004;Kormos & Dénes, 2004;Rossiter 2009). However, the findings of the most recent studies relying on automated identification of pauses in speech (Cucchiarini et al, 2000(Cucchiarini et al, , 2002De Jong et al, 2009) reveal a more complex picture.…”

Section: Measuring Fluencymentioning

confidence: 99%

Establishing the fluency gap between native and non-native-speech

Guz

2015

RiL

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Although various dimensions of speech fluency have so far generated a great deal of research interest, very few accounts have tackled the issue of the relationship between L1 and L2 fluency. Also, little empirical evidence has been provided to support the claim that language users are more fluent in their mother tongue than in a foreign/second language. This study examines the fluency gap between L1 and L2 fluency using a battery of objectively quantifiable temporal measures of speed and breakdown fluency. It also attempts to identify those temporal fluency variables which are affected by the individual way of speaking rather than the degree of automatisation of speech processing and which underlie oral performance both in L1 and L2. The analysis draws on transcriptions of elicited speech samples in L1 (Polish) and L2 (English).

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“…It could be seen as a blanket term covering "a wide range of oral activities that have an element of creativity present" (Kormos, & D´enes, 2004). Holden (1982) takes the texts of drama to mean any kind of activity where learners are asked either to portray themselves or to portray someone else in an imaginary situation.…”

Section: Introductionmentioning

confidence: 99%

“…Perhaps one of the greatest advantages to be gained from the use of texts of modern English dramas are that language learners become more confident in their use of English by experiencing the language based on real interactions that come from the texts of modern English dramas which are presented to the ELT students in this study. The student-centeredness inherent in all drama texts based instruction also improves students' maturity and motivation, and the physical involvement contained in texts of modern English dramas along with the concept of learning language through the texts of modern English dramas (Kormos & D´enes, 2004). These texts can foster language skills such as reading, writing, speaking and listening by creating a suitable context.…”

Section: Introductionmentioning

confidence: 99%

Modern English Drama and the Students’ Fluency and Accuracy of Speaking

Pishkar¹,

Moinzadeh²,

Dabaghi³

2017

ELT

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Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization. In teaching-learning processes, drama method may have some positive effects on ELL students' speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students' speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students, whose ages are between 19-25 (80 percent girls and 20 percent boys),of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students' speaking fluency increased, whereas the students' speaking accuracy decreased in some areas of speaking abilities and oral communications.

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Exploring measures and perceptions of fluency in the speech of second language learners

Cited by 418 publications

References 22 publications

Complexity, Accuracy, and Fluency in Second Language Acquisition

Complexity, Accuracy, and Fluency in Second Language Acquisition

Establishing the fluency gap between native and non-native-speech

Modern English Drama and the Students’ Fluency and Accuracy of Speaking

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