Startseite Effects of pushed production of single words and multiword patterns on L2 oral fluency: Some evidence from temporal measurements
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Effects of pushed production of single words and multiword patterns on L2 oral fluency: Some evidence from temporal measurements

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Veröffentlicht/Copyright: 23. Mai 2019
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching Band 57 Heft 2

Abstract

The contribution of formulaic sequences (FSs) to native speaker fluency is uncontroversial, but their contribution to L2 fluency is often assumed. These units package both meaning and form in an entire unit and facilitate both conceptualization and formulation of speech. These are the ‘fluency assumptions’ of these FSs. This study asks if the ‘fluency assumptions’ of FSs can be imitated in classroom settings by pushing learners to use common multiword (MW) patterns to achieve a kind of ‘instruction-enhanced L2 fluency’. It also compares the outcome with the teaching of single words (SWs). Learners’ (a) temporal fluency and (b) fluency at the levels of conceptualizing and formulating speech were assessed. Towell, R., R. Hawkins & N. Bazergui. 1996. The development of fluency in advanced learners of French. Applied Linguistics 17 (1). 84–119, avant-garde approach to analyzing fluency was drawn on in the discussion of the results. Broadly, instructing MW patterns and SWs sped up formulation processes but made demands on speech conceptualization, and there existed other subtle differences.

Keywords: L2 oral fluency; single words; multiword patterns; fluency measures; pausal analysis

Correction Note

Correction added after publication on May 5, 2017: The DOI of this article has been corrected to iral-2015-9991.

Appendix 1: Target items for both conditions

Single wordsMultiword
1. a log (as a ‘tree trunk’); logging; to log1. ___ suffer from the effects of the logging industry
2. pocket (as an ‘area’)2. ___ suffer from the spread of the human population
3. habitat3. ___ destroy the habitat of ___
4. climate change4. ___ be at risk from climate change
5. spill (noun); to spill out5. ___ be at risk from oil or chemical spills
6. marked impact6. ___ have a marked impact on ____
7. food chain7. ___ be at the top of the food chain
8. vulnerability; vulnerable8. ___ be particularly vulnerable to noise pollution
9. echolocation9. ___ use echolocation to ___
10. settlements; to settle down10. Humans expand their settlements
11. resort (as in ‘last straw’); resort to (verb)11. ___ resort to killing domestic livestock
12. domestic livestock12. ___ be at risk from being hunted as trophies
13. trophies13. ___ get in touch with organizations
14. sustainable14. ___ buy from sustainably managed woodland
15. plight15. ___ inform ___ about the plight of endangered animals
*An underline represents a referent can be inserted.

Appendix 2: Oral test

  1. What is bullying and how does it happen at school? What can students do when they are bullied?

  2. Give some examples of endangered animals and say why they are endangered. What can we do to protect them?

  3. What are some examples of modern technology? Talk about their benefits and problems in our everyday lives.

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Published Online: 2019-05-23
Published in Print: 2019-05-26

© 2019 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  3. Effects of pushed production of single words and multiword patterns on L2 oral fluency: Some evidence from temporal measurements
  4. Factors in language learning after 40: Insights from a longitudinal study
  5. Development of disyllabic tones in different learning contexts
  6. Developing a framework for investigating L2 listeners’ longitudinal development
https://doi.org/10.1515/iral-2015-9991
Schlagwörter für diesen Artikel
L2 oral fluency; single words; multiword patterns; fluency measures; pausal analysis

Artikel in diesem Heft

  1. Frontmatter
  3. Effects of pushed production of single words and multiword patterns on L2 oral fluency: Some evidence from temporal measurements
  4. Factors in language learning after 40: Insights from a longitudinal study
  5. Development of disyllabic tones in different learning contexts
  6. Developing a framework for investigating L2 listeners’ longitudinal development
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