Speech Production and Second Language Acquisition

Kormos, Judit

doi:10.4324/9780203763964

Cited by 235 publications

(506 citation statements)

References 0 publications

Supporting

Mentioning

460

Contrasting

Unclassified

Order By: Relevance

“…Such descriptions provide valuable insights into the nature of fluency and can be useful for comparing the impact of different learning experiences on fluency attainment or for studying the relationship between a particular variable (age, aptitude, ethnolinguistic identity, intelligence, learning style, personality) and fluency development. As a strategy, however, this approach has limitations; it does not address the problem of how to decide which speech features to look at or how best to operationalize them (for reviews see Kormos 2006;Segalowitz 2010). Without a principled way to narrow down choices, the field risks becoming populated by a collection of studies whose results are difficult to relate to one another and from which to draw clear generalizations.…”

Section: Introductionmentioning

confidence: 96%

Second language fluency and its underlying cognitive and social determinants

Segalowitz¹

2016

International Review of Applied Linguistics in Language Teaching

View full text Add to dashboard Cite

In studying second language (L2) fluency attainment, researchers typically address questions about temporal and hesitation phenomena in a descriptive manner, cataloguing which features appear under which learning circumstances. The goal of this paper is to present a perspective on L2 fluency that goes beyond description by exploring a potential explanatory framework for understanding L2 fluency. This framework focuses on the cognitive processing that underlies the manifestation of fluency and disfluency, and on the ways social context might contribute to shaping fluency attainment. The framework provides a dynamical systems perspective of fluency and its development, with specific consequences for a research program on L2 fluency. This framework gives rise to new questions because of its focus on the intimate link between cognitive fluency and utterance fluency, that is, between measures of the speed, efficiency and fluidity of the cognitive processes thought to underlie implementation of the speech act and measures of the oral fluency of that speech act. Moreover, it is argued that cognitive and utterance fluency need to be situated in the social context of communication in order to take into account the role played by the pragmatic and the sociolinguistic nature of communication in shaping L2 fluency development.

show abstract

Section: Introductionmentioning

confidence: 96%

Second language fluency and its underlying cognitive and social determinants

Segalowitz¹

2016

International Review of Applied Linguistics in Language Teaching

View full text Add to dashboard Cite

show abstract

“…The speaker first encounters a phonological retrieval difficulty; therefore, she repeats the first syllable of the lexical item to recall the whole intended word. What the speaker experiences in this case is often documented as tip-of-the-tongue phenomenon in the literature (Brown & McNeill, 1996;Harley, 2001;Higbee, 1988;Kormos, 2006;Schwartz, 1999). After her articulation of the recalled lexical item, the communication continues.…”

Section: Resultsmentioning

confidence: 85%

“…Although bilingual speakers' capability of stalling time for idea transference is argued as part of their linguistic competence, to the researcher's best knowledge, very few attempts have been made to offer a comprehensive treatment of the mechanisms that bilingual speakers utilize when they confront with communication difficulties related to processing time pressure (Chen, 1990;Ellis, 1982;Frommer & Ishikawa, 1980;Gilmore, 2004;Kormos, 2006;Myers-Scotton, 1998;Rieger, 2003a;Schmidt, 2004;Taylor, 1983;Temple, 1992bTemple, , 2000. 1 Due to insufficient investigations in this area, the present research, therefore, reports the differences between Chinese-speaking English learners' use of stalling strategies in their native and non-native spontaneous spoken discourse, aiming to inspect if bilingual speakers' asymmetrical L1 and L2 proficiency casts an impact on their application of communication stalling devices.…”

Section: Introductionmentioning

confidence: 98%

Applications of stalling mechanisms in Chinese-English bilinguals’ L1 and L2 spoken discourse

Tang

2013

International Journal of Bilingualism

View full text Add to dashboard Cite

This article reports an empirical research into the correlation between adult speakers' communication strategic competence and their language proficiency by comparing Chinese-English bilinguals' application of stalling devices in their L1 and L2 spoken discourse. Dörnyei and Kormos' ((1998). Problem-solving mechanisms in L2 communication. Studies in Second Language Acquisition, 20, 349-385) taxonomy of communicative strategies is employed as the analytical framework for the present investigation. The qualitative observations reveal that the general categorical variations of stalling strategy in our participants' L1 and L2 discourse are indistinguishable, manifesting the universality of linguistic communicative strategies. Yet, participants are found to be less proficient at utilizing L2 fillers than the L1 equivalents with respect to variation. Such phenomenon should be greatly attributed to language specificity of the lexicalized stalling devices and the paucity of authentic L2 stimuli the participants received. The quantitative results indicate that the frequency of stalling devices increases along with the decrease of the speakers' automaticity of language processing. Specifically, the frequency of L2 stalling strategies is about two times higher than that of its L1 equivalents. The quantitative results further reinforce that L2 processing is less automatic than L1 processing. In brief, both the qualitative and quantitative findings evidence a tight correlation between the speakers' communication strategic competence and their linguistic proficiency. Finally, some insights into the teaching of non-native stalling strategies for language learners are provided.

show abstract

“…Freed contends that the challenges of the SA learning context in termsofcomplexinteractionsspurtheSAlearnerstoattempttoexpressmore complexthoughts.Intheseattempts,"theyoftenstumblelinguistically,monitor theirspeechandself-correctalongtheway"(Freed1995b:141).Ourstudypro- ducesadifferentoutcome:previousanalyses(presentedinHousenetal.2011) indicatethatmeanlexicalandgrammaticalcomplexitylevelsareindeedoverall higherincontext4comparedtocontexts1and2,buttheNumberofRephrases doesnotdiffersignificantly(althoughinrawnumbers,C4learnersdoproduce slightlymorerephrasesthanC1learners).Possibly,thelevelsofautomatization ofcomplexargumentsofourC4learnersatthetimeofdatacollectionarehigher thantheSAlearners'inpreviousresearchbyFreedandothers,andthustheydo not"stumblelinguistically"sooften(Poulisse1999) Kormos(1999Kormos( ,2006…”

mentioning

confidence: 63%

A contextual perspective on oral L2 fluency

Schoonjans¹

2012

EUROSLA

View full text Add to dashboard Cite

Thispaperreportsonastudyinvestigatingtheimpactofdifferencesinthe learningcontextonoralL2fluencyoutcomes.Thestudyspecificallyfocuseson theeffectofdifferentlevelsofL1andL2prominence(asdeterminedbytheir status,functionsrolesanddomainsofuse)intheextracurricularcontextonthe speed,breakdownandrepairfluencyoftheL2speechofGermanlearnersof English(ages8-14).ControlledvariationofL1andL2prominenceisobserved across4differentauthenticlanguagelearningcontexts.Theresultsdemonstrate aneffectofdifferentlevelsofL2prominenceonL2speedandbreakdownfluen-cyandgrantsupporttoagradientoperationalizationoflanguageprominence. WefurthersuggestthatL1prominenceisarelevantfactorintheoperational-izationofcontext.Thedifferentdimensionsoffluency(i.e.,speed,breakdown andrepairfluency)areaffecteddifferentlybyelementsinthelearningcontext, whichconfirmsthemultilayeredapproachtotheconstruct.

show abstract

Speech Production and Second Language Acquisition

Cited by 235 publications

References 0 publications

Second language fluency and its underlying cognitive and social determinants

Second language fluency and its underlying cognitive and social determinants

Applications of stalling mechanisms in Chinese-English bilinguals’ L1 and L2 spoken discourse

A contextual perspective on oral L2 fluency

Contact Info

Product

Resources

About