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1、The role of vocabulary and grammar knowledge in second-language oral fluency: A correlational study,Nel de Jong, Free University Amsterdam Laura Halderman, University of Pittsburgh SLRF 2009, Michigan State University,Oral Fluency in L2 Speakers,Broad vs. narrow definition (Lennon, 1990) Broad: gene
2、ral oral proficiency Narrow: speed and smoothness of oral delivery Oral fluency depends on fast and automatic retrieval of vocabulary and processing of grammar knowledge (e.g., Levelt, 1999; Kormos, 2006; Schmidt, 1992) Lexical and grammatical knowledge play a large role in second language oral flue
3、ncy,Lexical knowledge,Lexical retrieval in writing Lexical retrieval training of words lead to greater use of those items and more essential content elements were expressed. No effect on global text quality. (Snellings et al., 2004) Lack of (access to) lexical knowledge is a major cause of dysfluenc
4、ies (Hilton, 2007),Aspects of Lexical Knowledge,Breadth How many words a person knows Greater breadth leads to fewer lexical searches Depth How well a person knows a word Greater depth leads to easier integration into context Lexical retrieval speed How fast a person retrieves a word Faster retrieva
5、l leads to less dysfluencies,Grammatical knowledge,Automatic syntactic encoding is fast and requires little attention (Anderson et al., 2004; Kormos, 2006; Segalowitz Towell, Hawkins, higher phonation/time ratio Faster lexical retrieval Imm. PN RT = shorter pauses Greater vocabulary depth VKS = long
6、er fluent runs Greater grammatical ability EI = longer fluent runs,Participants,23 students enrolled in English language courses; Speaking course High intermediate (60-79 on Michigan Test of English Language Proficiency) L1s: Arabic (3), Chinese (3), French (1), Italian (2), Japanese (3), Korean (5)
7、, Russian (1), Slovak (1), and Spanish (1), Turkish (3),Picture Naming,Immediate Timing began as soon as the picture was shown Delayed Timing began at the onset of a “beep” that was played 3 seconds after the picture appeared 24 pictures of nouns each Frequency bands sampled 1-1000, 1001-2000, 2001-
8、3000 ** p < .01; *** p < .001 Frequency 1-1000 ** p < .01; *** p < .001 Frequency 1-1000 higher phonation/time ratio PTR: yes; MLFR: no Faster lexical retrieval Imm. PN RT = shorter pauses No support Greater vocabulary depth VKS = longer fluent runs Yes; and higher articulation rate Greater grammati
9、cal ability EI = longer fluent runs Yes; and higher articulation rate,Possible Explanations,Curriculum focuses on academic vocabulary acquisition Our Pictures sample more general vocabulary and highly imageable nouns Recorded monologues are very open-ended Its hard to predict what vocabulary and gra
10、mmatical structures they will use,Many thanks to:,Co-PIs: Prof. Charles Perfetti, Dr. Laura Halderman Research assistants: Colleen Davis, Mary Lou Vercellotti The students and teachers at the ELI The Robert Henderson Language Media Center Pittsburgh Science of Learning Center Contact: cam.de.jonglet
11、.vu.nl, lkh11pitt.edu,This work was supported in part by the Pittsburgh Science of Learning Center, which is funded by the National Science Foundation award number SBE-0354420.,Correlations Gains Gains,Gain in PTR with gain in Delayed Picture Naming r = .477, p = .053n = 17 All other correlations n.
12、s.,,Extra slides ,Elicited Imitation,Overall Conclusions,Vocabulary breadth predicts fluency At single points in time: MLP and PTR Gain: only Accuracy on Delayed Naming with PTR Lexical retrieval speed predicts articulation rate Articulation rate is not a reflection of proceduralization Vocabulary depth predicts fluency At single points in time: MLFR, AR Gain: no post-test Implicit Grammar Knowledge predicts fluency measures the most At single points in time: MLFR, AR Gain: no significant correlations with temporal measures,
詞匯和語(yǔ)法知識(shí)對(duì)第二語(yǔ)言口語(yǔ)流利程度的影響.ppt
