Contextualizing fluency in advanced spoken learner language
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Sandra Götz
Abstract
The present study investigates four types of core fluencemes (filled and unfilled pauses, discourse markers and repeats) in four components of the Louvain International Database of Spoken English Interlanguage (Gilquin et al. 2010). We test these fluencemes for (1) possible transfer effects, (2) the effect of task type, (3) the influence of the communicative behavior of the interlocutor and (4) other linguistic and non-linguistic variables. Our findings reveal L1 transfer effects for all variables, while learning context variables have a stable positive effect on learner fluency. Task type does not reveal unidirectional effects, while the communicative behavior of the interlocutor turned out to have a significant effect on the learners’ performance, indicating that processes of ‘confluence’ are at play.
Abstract
The present study investigates four types of core fluencemes (filled and unfilled pauses, discourse markers and repeats) in four components of the Louvain International Database of Spoken English Interlanguage (Gilquin et al. 2010). We test these fluencemes for (1) possible transfer effects, (2) the effect of task type, (3) the influence of the communicative behavior of the interlocutor and (4) other linguistic and non-linguistic variables. Our findings reveal L1 transfer effects for all variables, while learning context variables have a stable positive effect on learner fluency. Task type does not reveal unidirectional effects, while the communicative behavior of the interlocutor turned out to have a significant effect on the learners’ performance, indicating that processes of ‘confluence’ are at play.
Chapters in this book
- Prelim pages i
- Table of contents v
- Complexity, accuracy and fluency in learner corpus research 1
- Investigating the scopes of textual metrics for learner level discrimination and learner analytics 21
- Syntactic complexity measures as linguistic correlates of proficiency level in learner Russian 51
- Development of L2 writing complexity 81
- Phraseological complexity in EFL learners’ spoken production across proficiency levels 115
- Persistent errors in spoken English among Taiwanese and Czech learners at CEFR B2 and C1 137
- Measuring lexical accuracy 159
- The effect of time and dimensions of collocational relationship on phraseological accuracy 181
- Interaction between grammatical accuracy and syntactic complexity at different proficiency levels 209
- Accuracy, syntactic complexity and task type at play in examination writing 241
- Contextualizing fluency in advanced spoken learner language 273
- Exploring the use of repeats in learners’ native and interlanguage production 299
- Index 325
Chapters in this book
- Prelim pages i
- Table of contents v
- Complexity, accuracy and fluency in learner corpus research 1
- Investigating the scopes of textual metrics for learner level discrimination and learner analytics 21
- Syntactic complexity measures as linguistic correlates of proficiency level in learner Russian 51
- Development of L2 writing complexity 81
- Phraseological complexity in EFL learners’ spoken production across proficiency levels 115
- Persistent errors in spoken English among Taiwanese and Czech learners at CEFR B2 and C1 137
- Measuring lexical accuracy 159
- The effect of time and dimensions of collocational relationship on phraseological accuracy 181
- Interaction between grammatical accuracy and syntactic complexity at different proficiency levels 209
- Accuracy, syntactic complexity and task type at play in examination writing 241
- Contextualizing fluency in advanced spoken learner language 273
- Exploring the use of repeats in learners’ native and interlanguage production 299
- Index 325
