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Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task

  • Lin Jiang

    Dr. Lin JIANG is a professor of applied linguistics at Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies. Her research focus is on L2 development and the application of SLA theories and research findings to L2 teaching.

         , Yingxuan Luo

    Yingxuan LUO is a teaching assistant at International College of Guangdong University of Foreign Studies. Her research interests include second language acquisition and second language writing.

         and Jianling Zhan

    Jianling ZHAN is a PhD candidate at Guangdong University of Foreign Studies. Her research interests are in language learner psychology and second language writing.
Published/Copyright: October 12, 2021
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Chinese Journal of Applied Linguistics
From the journal Chinese Journal of Applied Linguistics Volume 44 Issue 3

Abstract

This study aims to uncover the relationship between interaction and alignment in a reading-speaking integrated continuation task, especially focusing on whether an increase in interaction intensity can lead to stronger alignment and further generate positive effects on L2 learning. To this end, 31 participants were asked to perform reading-speaking integrated continuation tasks under three different conditions featuring low, medium and high interaction intensity respectively. The results showed that 1) alignment existed in the reading-speaking integrated continuation task; 2) increasing interaction intensity generated stronger alignment at both linguistic and situational levels; 3) growing interaction intensity contributed to more coherent and accurate L2 oral production. These findings not only proved the workings of mind-body-world alignment, but also testified that increasing interaction intensity could bring about a stronger alignment effect (Wang, 2010), which then contributed to better L2 oral performance. These findings confirm again the role of interaction in L2 learning and suggest that alignment could possibly be a mediating factor that links interaction and L2 development. Pedagogical implications for teaching and learning L2 speaking are discussed.

Keywords: the continuation task; alignment; interaction intensity; oral production

About the authors

Dr. Lin Jiang

Dr. Lin JIANG is a professor of applied linguistics at Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies. Her research focus is on L2 development and the application of SLA theories and research findings to L2 teaching.

Yingxuan Luo

Yingxuan LUO is a teaching assistant at International College of Guangdong University of Foreign Studies. Her research interests include second language acquisition and second language writing.

Jianling Zhan

Jianling ZHAN is a PhD candidate at Guangdong University of Foreign Studies. Her research interests are in language learner psychology and second language writing.

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Acknowledgments

This study was built upon a research project funded by the Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies and was supported by the Graduate Program of Scientific Research and Innovation at Guangdong University of Foreign Studies (20GWCXXM-06).

Published Online: 2021-10-12
Published in Print: 2021-09-27

© 2021 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

Articles in the same Issue

  1. Frontmatter
  2. The Xu-Based Approach to Second Language Learning
  3. From Xu to the Development of L2 Interactional Competence: A Conversation Analytic Case Study
  4. L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events
  5. Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task
  6. An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers
  7. Creative Imitation: An Answer to the Fundamental Issue of L2 Learning
  8. Investigating the Use of Translation Continuation Tasks in Commercial Translation Teaching: A Study on Translating User Manuals
  9. The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability
  10. A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks
  11. Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance
  12. Abstracts
  13. Chinese Abstracts
https://doi.org/10.1515/CJAL-2021-0020
Keywords for this article
the continuation task; alignment; interaction intensity; oral production

Articles in the same Issue

  1. Frontmatter
  2. The Xu-Based Approach to Second Language Learning
  3. From Xu to the Development of L2 Interactional Competence: A Conversation Analytic Case Study
  4. L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events
  5. Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task
  6. An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers
  7. Creative Imitation: An Answer to the Fundamental Issue of L2 Learning
  8. Investigating the Use of Translation Continuation Tasks in Commercial Translation Teaching: A Study on Translating User Manuals
  9. The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability
  10. A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks
  11. Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance
  12. Abstracts
  13. Chinese Abstracts
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