Second Language Speech Production Research

Crookes, Graham

doi:10.1017/s0272263100009918

Cited by 25 publications

(14 citation statements)

References 75 publications

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“…A hypothesis and condition-naïve coder listened to the recordings of participants' self-introduction given before the priming manipulation and assessed their baseline proficiency (1 not proficient at all, 7 very proficient). The coder also listened to the recordings of their speech on each topic delivered after the priming manipulation and rated their fluency on three dimensions (39,40): speed (1 very slow, 7 very fast), pauses (1 no pause, 7 a lot of pauses), and truncation (1 no truncation, 7 a lot of truncation). The three dimensions were averaged into an impression measure of fluency.…”

Section: Methodsmentioning

confidence: 99%

Heritage-culture images disrupt immigrants’ second-language processing through triggering first-language interference

Zhang

Morris

Cheng

et al. 2013

Proc. Natl. Acad. Sci. U.S.A.

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For bicultural individuals, visual cues of a setting's cultural expectations can activate associated representations, switching the frames that guide their judgments. Research suggests that cultural cues may affect judgments through automatic priming, but has yet to investigate consequences for linguistic performance. The present studies investigate the proposal that heritage-culture cues hinder immigrants' second-language processing by priming first-language structures. For Chinese immigrants in the United States, speaking to a Chinese (vs. Caucasian) face reduced their English fluency, but at the same time increased their social comfort, effects that did not occur for a comparison group of European Americans (study 1). Similarly, exposure to iconic symbols of Chinese (vs. American) culture hindered Chinese immigrants' English fluency, when speaking about both culture-laden and culture-neutral topics (study 2). Finally, in both recognition (study 3) and naming tasks (study 4), Chinese icon priming increased accessibility of anomalous literal translations, indicating the intrusion of Chinese lexical structures into English processing. We discuss conceptual implications for the automaticity and adaptiveness of cultural priming and practical implications for immigrant acculturation and second-language learning.bilingual | cultural psychology | cognitive activation | cross-language interference

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Section: Methodsmentioning

confidence: 99%

Heritage-culture images disrupt immigrants’ second-language processing through triggering first-language interference

Zhang

Morris

Cheng

et al. 2013

Proc. Natl. Acad. Sci. U.S.A.

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“…Researchers such as Pica and Doughty (1985) and Long (1989) have classified tasks into different types depending on who holds and who conveys information; the requirements for and precision of information conveyed; and the type and number of task resolutions. A survey of research on the amount of task talk produced by manipulating these variables (Long, 1989) indicated that the greatest and most complex use of the target language resulted when all learners were required to exchange information through the use of information gap tasks (see Doughty & Pica, 1986); when they had to agree on a single task resolution; and when they had an opportunity to plan their use of the target language (see Crookes, 1991, for the importance of planning for complex language production).…”

Section: Why Are Communicative Language Use and Task Performance Seenmentioning

confidence: 99%

“…In contrast, the learners in the initial study had no previous experience with either group work or task performance prior to their performance of Task 2, a difficult task requiring a multiway exchange of information and the generation of three grammar rules as a task solution. In addition, the opportunities for planned language provided in Task 1 and Task 3 may have also served to promote more complex language production for these tasks, an important function of planning discussed by Crookes (1991). Negotiations made during communicative task performance were slightly shorter, about two to three words in length.…”

Section: Negotiation Quantitymentioning

confidence: 99%

Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness-Raising Tasks

Fotos¹

1994

TESOL Quarterly

213

123

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. Teachers of English to Speakers of Other Languages, Inc. (TESOL)is collaborating with JSTOR to digitize, preserve and extend access to TESOL Quarterly.Grammar consciousness-raising tasks combine the development of knowledge about problematic L2 grammatical features with the provision for meaning-focused use of the target language. However, for this task type to be pedagogically useful in ESL/EFL classrooms, it must be shown that task performance is as effective as a teacherfronted grammar lesson in promoting gains in knowledge of the target structure and is comparable to performance of regular communicative tasks in terms of opportunities for communicative language exchange. This article reports an investigation of three grammar consciousness-raising tasks dealing with word order. The results indicate that the tasks successfully promoted both proficiency gains and L2 negotiated interaction in the participants, with negotiation quantity being determined by the combination of task features present rather than by the nature of the task content. Thus, grammar consciousness-raising tasks can be recommended as one way to integrate formal instruction within a communicative framework.

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“…As Crookes (1991) has pointed out, the study of second language performance has received less attention than that of second language competence, and within the language processing field, studies of second language comprehension greatly outnumber studies of production. Studies of second language fluency constitute an even smaller subset of production studies, and not many of these have been concerned with how fluency develops.…”

Section: Suggestions For Researchmentioning

confidence: 99%

Psychological Mechanisms Underlying Second Language Fluency

Schmidt

1992

Stud. Sec. Lang. Acq.

311

187

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Fluency in a second language is considered important by both learners and teachers, but is not well understood. This paper describes what is known about second language fluency and describes a number of psychological learning mechanisms that might explain how fluency develops. These include the mechanisms underlying the contrast between automatic and controlled processing, the learning mechanisms postulated within Anderson's ACT"' theory of cognition, Bialystok's conception of the control dimension of language development, the notion of restructuring, recent proposals for the redefinition of automaticity as retrieval from memory, both instance and strength versions, and chunking theories. The paper concludes with some suggestions for research into the development of second language fluency itself that can fill gaps in existing knowledge and reduce our dependence on other fields for explanatory principles, while contributing simultaneously to discussion of the mechanisms responsible for skill development in general.The Phenomenon of Fluency ''Fluenf' and "fluency'' are frequently used as non-technical terms and have a number of meanings that should be sorted out. With respect to native language fluency, identified four different things we might have in mind when identifying someone as a particularly fluent speaker. First, we might be thinking of a speaker who easily fills time with talk, a fast talker (Kuiper & Tillis, 1986) such as a disk jockey, a sports announcer, or a conversational partner who hardly lets us get a word in edgewise. Second, we might have the quality of speech more in mind than quantity and might mean by a fluent speaker one whose speech is coherent, complex and dense (Fillmore gives Noam Chomsky as an example of this kind of fluent speaker). We might also consider someone to be especially fluent if they always seem to know the appropriate thing to say in a wide variety of contexts, identifying fluency with pragmatic and affective skills. Finally, Fillmore points out, we may focus on

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Second Language Speech Production Research

Cited by 25 publications

References 75 publications

Heritage-culture images disrupt immigrants’ second-language processing through triggering first-language interference

Heritage-culture images disrupt immigrants’ second-language processing through triggering first-language interference

Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness-Raising Tasks

Psychological Mechanisms Underlying Second Language Fluency

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