scholarly journals PREDICTING L2 FLUENCY FROM L1 FLUENCY BEHAVIOR

2020 ◽  
Vol 42 (4) ◽  
pp. 671-695 ◽  
Author(s):  
Zeynep Duran-Karaoz ◽  
Parvaneh Tavakoli
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Speech Rate ◽  
Placement Test ◽  
Elicited Imitation ◽  
Language Pedagogy ◽  
Proficiency Level ◽  
Second Language Pedagogy ◽  
L1 And L2 ◽  
The Relationship

AbstractThe article reports on the findings of a study investigating the relationship between first language (L1) and second language (L2) fluency behavior. Drawing on data collected from Turkish learners of English, the study also addresses the question of whether proficiency level mediates the relationship, if any. The data were coded for a range of breakdown, repair, speed, and composite measures. Language proficiency was measured by means of two tests: Oxford Placement Test (OPT) and an Elicited Imitation Task (EIT). The results show that some breakdown and repair measures were positively correlated in L1 and L2, but no correlations were observed for articulation rate and speech rate. The relationships were not mediated by proficiency level. Regression analyses show that a number of models predicted L2 fluency. L1 fluency contributed significantly to models predicting pausing behavior; EIT scores predicted L2 speech rate; and L1 fluency and OPT scores predicted L2 repair and mid-clause pauses. The important implications of the findings for fluency research and second language pedagogy are discussed.

scholarly journals Willingness to Communicate and Second Language Proficiency: A Correlational Study

2021 ◽  
Vol 11 (9) ◽  
pp. 517
Author(s):  
Pornapit Darasawang ◽  
Hayo Reinders
Keyword(s):  
Language Proficiency ◽  
Willingness To Communicate ◽  
Placement Test ◽  
Strongly Correlated ◽  
Second Language Proficiency ◽  
English Classes ◽  
Self Confidence ◽  
Proficiency Level ◽  
The Relationship ◽  
Do So

This study attempts to answer one straightforward question: “what is the relationship between students’ proficiency level and their willingness to communicate?”, i.e., their “readiness to enter into discourse at a particular time with a specific person or persons”, using an L2 Understanding the link between proficiency and WTC is important as a great deal of effort is expended by teachers worldwide on encouraging learners to engage in L2 interaction more. If their willingness to do so depends (in part) on their proficiency level at the time, this may affect what type of activities and instruction are to be provided in class, especially compulsory English classes where students have less autonomy and motivation. To establish this relationship, we correlated 1836 Thai university students’ English Placement Test scores with their level of WTC as measured through a three-part survey instrument, with WTC operationalised as “self-perceived willingness to communicate”, “communicative self-confidence”, and “self-perceived L2 use”. We found a weak to moderate correlation between WTC and language proficiency, with the construct of “self-confidence” being the most strongly correlated. We discuss some of the implications of these findings in relation to EFL teaching.

Pauses and hesitation phenomena in second language production

2000 ◽  
Vol 127-128 ◽  
pp. 53-69 ◽  
Author(s):  
Jasone Cenoz
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Individual Variation ◽  
Language Production ◽  
Filled Pauses ◽  
The Individual ◽  
The Relationship ◽  
Hesitation Phenomena

Abstract This article focuses on the study of pauses in second language production by analysing the frequency of silent and filled pauses and their functions. It also examines the combination of pauses and other hesitation phenomena in second language production and it explores the relationship between pauses and language proficiency. The results confirm that pauses and hesitations are frequent phenomena in second language production and the individual variation in their occurrence. It was also found that pauses are often associated with other hesitation phenomena and that filled and silent pauses can have the same functions.

Probing the evidence: Can we bridge the theory-practice gap in language research? Book Review

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Pierre-Luc Paquet
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Pedagogy ◽  
Language Research ◽  
Instructed Second Language Acquisition ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Second Language Pedagogy ◽  
Research Book

This manuscript reviews Sato and Loewen (Eds.) book "Evidence-Based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies" which aim to provide researchers and L2 teachers with empirical evidence which can inform both SLA theories and L2 teaching.

Foreign/Second Language Pedagogy Research: A Commemorative Volume for Claus Faerch

1992 ◽  
Vol 76 (2) ◽  
pp. 236
Author(s):  
Karen E. Johnson ◽  
Robert Phillipson ◽  
Eric Kellerman ◽  
Larry Selinker ◽  
Michael Sharwood Smith ◽  
...  
Keyword(s):  
Second Language ◽  
Language Pedagogy ◽  
Second Language Pedagogy

scholarly journals Role of Self-Efficacy in Learning English as a Second language: A Comparative Study among ESL Learners in Pakistan

2019 ◽  
Vol 12 (1) ◽  
pp. 1163-1167
Author(s):  
Muhammad Saleem Rana ◽  
Muhammad Irfan Rai ◽  
Muhammad Zubair ◽  
Noor Muzammil
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Language Learner ◽  
Statistical Program ◽  
The University ◽  
Esl Learners ◽  
The Relationship

This article looks into the competence of second language acquisition investigating that how a language learner does learn English as a second language effectively by using his own abilities.Many studies have examined the function of Self-Efficacy in academic achievement, though as Pajares (2000) mentioned the relation of language achievement and Self-Efficacy has not been studied well and there has been small research in this regard. This made the researcher to investigate the relationship between Pakpattan ESL learners' language achievements and their Self-Efficacy. It also studies the variations of ESL learners’ Self-Efficacy and their majors. Besides, it explores the differences between ESL learners' majors and their language achievements. Population of this study was 200 ESL learners of The University of Lahore Pakpattan campus but 60 ESL learners from different departments of The University of Lahore Pakpattan campus selected for the sample of present study in order to measure ESL learners' language proficiency. Different types of tests applied for its measurement. A questionnaire was prepared and conducted. Computer statistical program SPSS XXII was used for statistics. Literature were reviewed and the work cited mentioned as well.

scholarly journals A meta-analysis of task-based differences in bilingual L1 and L2 language networks

2021 ◽  
Author(s):  
Lindy B Comstock ◽  
Bruce Oliver
Keyword(s):  
Language Proficiency ◽  
Language Processing ◽  
Functional Organization ◽  
Meta Analysis ◽  
L2 Acquisition ◽  
Linguistic Processing ◽  
Proficiency Level ◽  
Meta Analyses ◽  
L1 And L2 ◽  
Design Factors

The functional organization of first (L1) and second (L2) language processing in bilinguals remains a topic of great interest to the neurolinguistics community. Functional magnetic resonance imaging (fMRI) studies report meaningful differences in the location and extent of hemodynamic changes between tasks performed in the L1 and L2, yet there is no consensus on whether these networks can be considered truly distinct. In part, this may be due to the multiplicity of task designs implemented in such studies, which complicates the interpretation of their findings. This paper compares the results of previous bilingual meta-analyses to a new ALE meta-analysis that categorizes neuroimaging studies by task design. Factors such as the age of L2 acquisition (AoA) and the L2 language proficiency level of participants are also considered. The findings support previous accounts of the effect of participant characteristics on linguistic processing, while at the same time revealing dissociable differences in fMRI activation for L1 and L2 networks within and across tasks that appear independent of these external factors.

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