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Leiden University
1.
Wartan, Noshik.
Complexity, Accuracy and Fluency in Second Language Acquisition: Speaking Style or Language Proficiency?.
Degree: 2019, Leiden University
URL: http://hdl.handle.net/1887/77116 
► In second language (L2) research and in some types of L2 testing, measures of complexity, accuracy and fluency (CAF) are widely applied both to capture…
(more)
▼ In second language (L2) research and in some types of L2 testing, measures of complexity, accuracy and
fluency (CAF) are widely applied both to capture performance of language learners as well as to assess L2 learners’ proficiency underlying their performance. In spite of the long research interest in CAF, many questions are still raised, including a significant question as to what extent L2 CAF measures are correct indicators of L2 proficiency. A
speaking-oriented study by De Jong et al. (2015) indicates that measures of L1 and L2
fluency are strongly correlated and therefore concluded that there was a large overlap for many aspect of
fluency. This study aimed to examine L2 complexity, accuracy and
fluency measures and compared them to L1 behavior. Furthermore, the current study also considered whether such correlations are stronger for high-proficient L2 Speakers. Spontaneous speech of 10 native speakers of Armenian and 19 native speakers of Arabic with L2 Dutch is recorded and analyzed with regard to complexity, accuracy, and
fluency. Analysis revealed that measures of Complexity, accuracy, and
fluency (CAF) in L1 do not significantly correlate with the equivalent measures in L2. The findings would support the threshold hypothesis (LTH), indicating that some threshold of proficiency needs to be attained in L2 before L1 skills can be transferred in the L2.
Advisors/Committee Members: De Jong, N. H (advisor).
Subjects/Keywords: second language acquisition; complexity; fluency; accuracy; speaking style; language proficiency
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APA (6th Edition):
Wartan, N. (2019). Complexity, Accuracy and Fluency in Second Language Acquisition: Speaking Style or Language Proficiency?. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/77116
Chicago Manual of Style (16th Edition):
Wartan, Noshik. “Complexity, Accuracy and Fluency in Second Language Acquisition: Speaking Style or Language Proficiency?.” 2019. Masters Thesis, Leiden University. Accessed January 19, 2021.
http://hdl.handle.net/1887/77116.
MLA Handbook (7th Edition):
Wartan, Noshik. “Complexity, Accuracy and Fluency in Second Language Acquisition: Speaking Style or Language Proficiency?.” 2019. Web. 19 Jan 2021.
Vancouver:
Wartan N. Complexity, Accuracy and Fluency in Second Language Acquisition: Speaking Style or Language Proficiency?. [Internet] [Masters thesis]. Leiden University; 2019. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/1887/77116.
Council of Science Editors:
Wartan N. Complexity, Accuracy and Fluency in Second Language Acquisition: Speaking Style or Language Proficiency?. [Masters Thesis]. Leiden University; 2019. Available from: http://hdl.handle.net/1887/77116
Brigham Young University
2.
Fesenko, Kostiantyn.
A Longitudinal Analysis of Adult ESL Speakers' Oral Fluency Gains.
Degree: MA, 2016, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7130&context=etd
► While a number of studies have sought to investigate ESL speakers' fluency gains over the course of one 15-week semester, few if any studies have…
(more)
▼ While a number of studies have sought to investigate ESL speakers' fluency gains over the course of one 15-week semester, few if any studies have investigated these changes over a longer developmental period. A critical factor in researching longitudinal change is that students do not often remain in an intensive English program (IEP) for more than two semesters before moving to a new school, applying to an American university, or returning to their home country. Longitudinal research, therefore, is necessary as program administrators, teachers, and learners all seek to understand points where change in oral fluency actually occurs. For this study data were collected from students in a large intensive English program over a 45-week period. For 39 ESL learners audio files from speaking tasks that were part of placement and end-of-semester level achievement tests were collected and analyzed. Specific oral fluency features such as speech rate, articulation rate, and pause frequency were investigated. This thesis will share the results of the analysis while also discussing the implications of the data for program administrators, teachers, and learners. Particular focus will be given to helping stakeholders understand specific changes that occurred in learners' fluency over the time period of three semesters.
Subjects/Keywords: oral fluency; speaking; ESL; speech rate; articulation rate; phonation time; Linguistics
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APA (6th Edition):
Fesenko, K. (2016). A Longitudinal Analysis of Adult ESL Speakers' Oral Fluency Gains. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7130&context=etd
Chicago Manual of Style (16th Edition):
Fesenko, Kostiantyn. “A Longitudinal Analysis of Adult ESL Speakers' Oral Fluency Gains.” 2016. Masters Thesis, Brigham Young University. Accessed January 19, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7130&context=etd.
MLA Handbook (7th Edition):
Fesenko, Kostiantyn. “A Longitudinal Analysis of Adult ESL Speakers' Oral Fluency Gains.” 2016. Web. 19 Jan 2021.
Vancouver:
Fesenko K. A Longitudinal Analysis of Adult ESL Speakers' Oral Fluency Gains. [Internet] [Masters thesis]. Brigham Young University; 2016. [cited 2021 Jan 19].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7130&context=etd.
Council of Science Editors:
Fesenko K. A Longitudinal Analysis of Adult ESL Speakers' Oral Fluency Gains. [Masters Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7130&context=etd
Brigham Young University
3.
Gates, Gwyneth Elaine.
An Analysis of Rehearsed Speech Characteristics on the Oral Proficiency Interview—Computer (OPIc).
Degree: MA, 2018, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7731&context=etd
► The ACTFL Proficiency Guidelines identify memorized words and phrases as a hallmark of novice-level speech. For this reason, research by Cox (2017) found rehearsed content…
(more)
▼ The ACTFL Proficiency Guidelines identify memorized words and phrases as a hallmark of novice-level speech. For this reason, research by Cox (2017) found rehearsed content to be a major hindrance to interviewees being rated at higher sublevels on the Oral Proficiency Interview-computer (OPIc). To further investigate, an analysis of these memorized segments to determine patterns of lexico-grammatical and discursive features was conducted. In this study, researchers utilized a Praat analysis to compare prosodic features (specifically, mean length of utterance, number of silent pauses, and articulation rate) of speech segments marked as memorized and those which were not. A qualitative analysis was also conducted by identifying via a grounded theory approach any notable patterns both within single interviews as well as between speakers. Articulation rates differed significantly between the spontaneous and rehearsed segments; however, the strongest evidence of memorization lay in the transcriptions and the patterns that emerged within and across interviews.
Subjects/Keywords: rehearsed speech; fluency features; speaking assessment; OPIc; Linguistics
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APA (6th Edition):
Gates, G. E. (2018). An Analysis of Rehearsed Speech Characteristics on the Oral Proficiency Interview—Computer (OPIc). (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7731&context=etd
Chicago Manual of Style (16th Edition):
Gates, Gwyneth Elaine. “An Analysis of Rehearsed Speech Characteristics on the Oral Proficiency Interview—Computer (OPIc).” 2018. Masters Thesis, Brigham Young University. Accessed January 19, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7731&context=etd.
MLA Handbook (7th Edition):
Gates, Gwyneth Elaine. “An Analysis of Rehearsed Speech Characteristics on the Oral Proficiency Interview—Computer (OPIc).” 2018. Web. 19 Jan 2021.
Vancouver:
Gates GE. An Analysis of Rehearsed Speech Characteristics on the Oral Proficiency Interview—Computer (OPIc). [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2021 Jan 19].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7731&context=etd.
Council of Science Editors:
Gates GE. An Analysis of Rehearsed Speech Characteristics on the Oral Proficiency Interview—Computer (OPIc). [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7731&context=etd
Victoria University of Wellington
4.
Thomson, Haidee.
Developing fluency with multi-word expressions.
Degree: 2020, Victoria University of Wellington
URL: http://hdl.handle.net/10063/9373
► This three-part study was motivated by the need for empirically tested methods for teaching and learning multi-word expressions to develop fluency in language learning classrooms.…
(more)
▼ This three-part study was motivated by the need for empirically tested methods for teaching and learning multi-word expressions to develop
fluency in language learning classrooms. Using an action research paradigm in an EFL university learning context in rural Japan, the study draws on earlier work by Boers, Eyckmans, Kappel, Stengers, & Demecheleer (2006) who linked
speaking fluency with the use of multi-word expressions, and Wood (2009) who found increases in
fluency after multi-word expression focussed teaching and practice with one learner in an ESL context. This study also draws on Nation's (2007) Four Strands framework for
fluency building.
In the first of the three studies, a conceptual replication of the
fluency workshop (including phrase instruction, shadowing, dictogloss, and role-play for example) by Wood (2009) was carried out. In contrast to Wood’s approach, this study contained more than one participant (n = 52) and a control group (n = 35). The control group also followed a
fluency building program but without a focus on learning target expressions. Learning effects were tested using pre- and post-test measures, including a cloze test of 30 target multi-word expressions to measure form and meaning knowledge, a dialogue role-play recording between participants to measure
speaking fluency and use of multi-word expressions, and the first three levels of the Listening Vocabulary Levels Test (McLean et al., 2015) to measure general vocabulary knowledge. Feedback was collected from participants and teacher/researcher observations were recorded to evaluate the contextual appropriateness of experimental classroom activities. Results showed development of meaning and form knowledge of target expressions, but no discernible development in spoken use of the expressions or
fluency for the experimental group when compared with the control group. There was also no difference in general vocabulary knowledge between the groups.
The second study (n = 25) incorporated improvements to the class activities, such as adding time limits to activities, and data collection methods, including expanding the role-play scenario, based on feedback from the first study. A qualitative analysis of two speakers’ use of a target expression in conversation suggested that fluent use of target expressions could be achieved within nine class hours if participants had some prior knowledge of the expressions. However, a replication was necessary with more participants and a control group to be able to generalise target expression use results to a wider population. Therefore, the third study replicated the second with more participants (n = 65) and a control group (n = 51). Results confirmed that the adapted experimental teaching activities were effective for developing form and meaning knowledge as well as the use of the target expressions in conversation. However, while
fluency improved within the experimental group, the improvement was not statistically significant when compared with the control group.
The results from these studies…
Advisors/Committee Members: Coxhead, Averil, Boers, Frank.
Subjects/Keywords: multi-word expressions; speaking fluency; EFL; Japan; formulaic language
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APA (6th Edition):
Thomson, H. (2020). Developing fluency with multi-word expressions. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/9373
Chicago Manual of Style (16th Edition):
Thomson, Haidee. “Developing fluency with multi-word expressions.” 2020. Doctoral Dissertation, Victoria University of Wellington. Accessed January 19, 2021.
http://hdl.handle.net/10063/9373.
MLA Handbook (7th Edition):
Thomson, Haidee. “Developing fluency with multi-word expressions.” 2020. Web. 19 Jan 2021.
Vancouver:
Thomson H. Developing fluency with multi-word expressions. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2020. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10063/9373.
Council of Science Editors:
Thomson H. Developing fluency with multi-word expressions. [Doctoral Dissertation]. Victoria University of Wellington; 2020. Available from: http://hdl.handle.net/10063/9373
Brigham Young University
5.
Stroh, Evgenia Nikolayevna.
The Effect of Repeated Reading Aloud on the Speaking Fluency of Russian Language Learners.
Degree: MA, 2012, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4324&context=etd
► The current study examines the effect of repeated reading aloud upon speaking fluency. Because there is little evidence in the literature that the practice of…
(more)
▼ The current study examines the effect of repeated reading aloud upon speaking fluency. Because there is little evidence in the literature that the practice of repeated reading aloud can have a positive effect upon speaking fluency, the primary goal of this study was to investigate this relationship further. For the purposes of the study, speaking fluency was defined as fluidity and smoothness of speech with little pausing and hesitation. It is measured by evaluating the following fluency features: speech rate, number of pauses, length of pauses, phonation/time ratio, and articulation rate. The repeated measures experimental design of the study involved current and former Brigham Young University students learning Russian as a foreign language. They were divided into two groups: control and experimental. The participants in the experimental group performed repeated reading aloud activities daily, while those in the control group read the same passages silently. All participants took weekly speaking tests consisting of simple speaking prompts. The final post-test included both reading aloud and speaking tests. The speech samples collected from the tests were evaluated using computer-based analysis as well as scores from three raters who are native speakers of the Russian language. The statistical analysis and comparison of these scores revealed mixed results. The rater scores did not exhibit any statistically significant difference between the groups, which could be attributed to overall low inter-rater reliability and short duration of the experiment. On the other hand, the computer-generated scores for mean length of pauses, phonation/time ratio, and speech rate of the experimental group were better than those of the control group. This difference proved to be statistically significant based on the results of one-way and repeated measures ANOVA analyses. Unfortunately because of the high attrition rate and short duration of the study, these results cannot be generalized. Therefore further research is necessary to confirm or reject these findings
Subjects/Keywords: speaking fluency; repeated reading aloud; repetition; practice; Russian language learners; Other Languages, Societies, and Cultures
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APA (6th Edition):
Stroh, E. N. (2012). The Effect of Repeated Reading Aloud on the Speaking Fluency of Russian Language Learners. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4324&context=etd
Chicago Manual of Style (16th Edition):
Stroh, Evgenia Nikolayevna. “The Effect of Repeated Reading Aloud on the Speaking Fluency of Russian Language Learners.” 2012. Masters Thesis, Brigham Young University. Accessed January 19, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4324&context=etd.
MLA Handbook (7th Edition):
Stroh, Evgenia Nikolayevna. “The Effect of Repeated Reading Aloud on the Speaking Fluency of Russian Language Learners.” 2012. Web. 19 Jan 2021.
Vancouver:
Stroh EN. The Effect of Repeated Reading Aloud on the Speaking Fluency of Russian Language Learners. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2021 Jan 19].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4324&context=etd.
Council of Science Editors:
Stroh EN. The Effect of Repeated Reading Aloud on the Speaking Fluency of Russian Language Learners. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4324&context=etd
Temple University
6.
Doe, Timothy Jonathan.
ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS.
Degree: 2017, Temple University
URL: http://digital.library.temple.edu/u?/p245801coll10,475911
► Teaching & Learning
Ed.D.
The development of speaking fluency is a major goal for many EFL language learners and several researchers have proposed frameworks for…
(more)
▼ Teaching & Learning
Ed.D.
The development of speaking fluency is a major goal for many EFL language learners and several researchers have proposed frameworks for fluency instruction based on theories of cognitive science. It is unclear however, whether EFL students with restricted opportunities to use English outside of language classrooms can benefit from fluency development activities. This main purpose of this study was to determine whether EFL students’ speaking fluency improved whilst participating in theoretically grounded fluency development activities. In addition, student use of formulaic language, participation in classroom activities, and repetition of previously used lexical items was examined in order to determine its relation to development in speaking fluency. 32 first-year Japanese university students from four intact discussion skills classes took part in the study, which was conducted over a period of 12 weeks. Data were collected by recording student performances in a variety of fluency development activities and interactive communicative tasks. There were four main questions investigated in this study. The first research question was focused on long-term fluency development by using multi-level modeling to determine whether gains were made in fluency measures in four 2-minute speaking monologue tests that were conducted at regular periods throughout the semester. Three in-class performance variables - the amount of repeated words, the amount of tokens spoken, and the amount of formulaic language spoken, and three individual difference variables—willingness to communicate, extraversion, and first language fluency were also examined to determine if they were related to any growth observed. The second research question looked at short-term fluency development across a time-pressured speaking activity and similarly used multi-level modeling with the same predictor variables. The third research question concerned the relationship of complexity and accuracy to the fluency measures derived from the monologue speaking tests. Finally, the fourth research question was an investigation of the relationship between the objective fluency measurements and subjective expert ratings. The results indicated that the participants made very small, but significant gains on their mean length of pause across the monologue speaking tests. While none of the predictor variables had a strong relationship with this development, post-hoc analyses suggested that other fluency measures and oral proficiency level could have covaried with this growth. There was also a small but significant improvement in the phonation/time ratio, however, none of the predictor variables appeared to covary with this development. No other significant relationships were found in the long-term fluency measures. For the short-term fluency measures, significant growth was seen across the three deliveries of the speaking activity. While several of the predictor variables, most prominently repetition and the number of tokens spoken, had a…
Advisors/Committee Members: Beglar, David;, Kozaki, Yoko, Ross, Steven, Sick, James;.
Subjects/Keywords: Education; Cognitive psychology; Language;
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APA (6th Edition):
Doe, T. J. (2017). ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,475911
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Doe, Timothy Jonathan. “ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS.” 2017. Thesis, Temple University. Accessed January 19, 2021.
http://digital.library.temple.edu/u?/p245801coll10,475911.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Doe, Timothy Jonathan. “ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS.” 2017. Web. 19 Jan 2021.
Vancouver:
Doe TJ. ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS. [Internet] [Thesis]. Temple University; 2017. [cited 2021 Jan 19].
Available from: http://digital.library.temple.edu/u?/p245801coll10,475911.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Doe TJ. ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,475911
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Brigham Young University
7.
Gaillard, Celine.
The Effects of Pre-Speaking Planning on Students' Performance during Speaking Tasks.
Degree: MA, 2013, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5066&context=etd
► Research has explored the impact of various planning types (i.e. different ways to help students prepare for a language task by, for instance, giving them…
(more)
▼ Research has explored the impact of various planning types (i.e. different ways to help students prepare for a language task by, for instance, giving them time and/or specific instructions) on the fluency, complexity, and accuracy of second language learners (e.g., Ellis, 2009). However, results have been mixed and studies have never investigated the impact of pre-speaking activities such as those proposed by Thompson (2009), a teacher-led planning focusing on both form and content with students. Previous research suggests that this type of planning could benefit students: Foster & Skehan (1999) believe that teacher-led planning is effective in comparison to other planning types, and Sangarun (2005) demonstrated the benefits of planning involving both content and form instead of planning focusing on content or form only. Moreover, because anxiety negatively impacts the production of second language learners (Horwitz, Horwitz & Cope, 1986), this study also examines whether planning activities can reduce student anxiety during speaking tasks. To this end, the present study examines the impact of three different planning conditions, namely no planning, solitary planning and Thompson's teacher-led planning, or Prelude to Conversation, on the fluency (measured through total duration of the speech sample, words per minute, and pauses per minute), complexity (measured through the words per utterance), accuracy (measured through the percentage of errors), and anxiety level (measured through anxiety scales) of 37 students performing short speaking tasks. Subjects were all enrolled in first semester French classes and were divided into three groups that rotated through the three planning conditions, each group starting with a different planning type in the cycle. Each week, the speaking task was common across all subjects, but depending on the group, the treatment was different. Their performance level during the speaking task and their anxiety level were compared for each treatment. Results show that planning has an impact on the fluency, complexity, and accuracy of the students but not on their anxiety level. Findings also show that pre-speaking has a more positive influence on the quality and the quantity of production of the students than solitary planning and no planning. Task and pre-task anxiety influenced the anxiety level of the students, demonstrating the role that specific tasks can have on student performance no matter how teachers try to prepare them for the tasks. Results also suggest that more personal-oriented tasks, e.g., student schedules, will elicit better responses than more outward-oriented tasks, e.g., school systems, cultural differences. This study also supports previous research that has shown the importance of creating a classroom where the anxiety is low.
Subjects/Keywords: planning; pre-speaking; teacher-led planning; fluency; complexity; accuracy; anxiety; Other Languages, Societies, and Cultures
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APA (6th Edition):
Gaillard, C. (2013). The Effects of Pre-Speaking Planning on Students' Performance during Speaking Tasks. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5066&context=etd
Chicago Manual of Style (16th Edition):
Gaillard, Celine. “The Effects of Pre-Speaking Planning on Students' Performance during Speaking Tasks.” 2013. Masters Thesis, Brigham Young University. Accessed January 19, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5066&context=etd.
MLA Handbook (7th Edition):
Gaillard, Celine. “The Effects of Pre-Speaking Planning on Students' Performance during Speaking Tasks.” 2013. Web. 19 Jan 2021.
Vancouver:
Gaillard C. The Effects of Pre-Speaking Planning on Students' Performance during Speaking Tasks. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2021 Jan 19].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5066&context=etd.
Council of Science Editors:
Gaillard C. The Effects of Pre-Speaking Planning on Students' Performance during Speaking Tasks. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5066&context=etd
Brigham Young University
8.
Kim, Jeongwoon.
Gains in Fluency Measures during Study Abroad in China.
Degree: MA, 2011, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4176&context=etd
► This thesis study investigates gains in the speaking of China study abroad (SA) students from Brigham Young University. Pre-and post-program Simulated Oral Proficiency Interview (SOPI)…
(more)
▼ This thesis study investigates gains in the speaking of China study abroad (SA) students from Brigham Young University. Pre-and post-program Simulated Oral Proficiency Interview (SOPI) tasks were used to generate multiple fluency measures, such as native judges' subjective fluency ratings, word count, number of unique words, number of filler words, mean pause length, tonal accuracy, etc. The study results display significant differences between pre- and post-tests for all fluency measures. In other words, China SA students were perceived to be more fluent in their speech by native judges after SA; their speech samples show more word (token and type) production, and shorter pauses in post-SOPI tasks than in pre-SOPI tasks. Participants used more filler words and had more unfilled pauses in post-measures than in pre-measures and they enhanced their tonal accuracy during the SA. Native judges' perception of task completion was also measured and the students were more capable of completing speech tasks in the post-program measures than in the pre-program measures. The OPI ratings indicate that some students made as much as two sub levels' improvement on the American Council on the Teaching of Foreign Languages (ACTFL) scale.
Subjects/Keywords: fluency; Chinese; language gain; speaking; tones; tonal accuracy; Other Languages, Societies, and Cultures
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APA (6th Edition):
Kim, J. (2011). Gains in Fluency Measures during Study Abroad in China. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4176&context=etd
Chicago Manual of Style (16th Edition):
Kim, Jeongwoon. “Gains in Fluency Measures during Study Abroad in China.” 2011. Masters Thesis, Brigham Young University. Accessed January 19, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4176&context=etd.
MLA Handbook (7th Edition):
Kim, Jeongwoon. “Gains in Fluency Measures during Study Abroad in China.” 2011. Web. 19 Jan 2021.
Vancouver:
Kim J. Gains in Fluency Measures during Study Abroad in China. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2021 Jan 19].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4176&context=etd.
Council of Science Editors:
Kim J. Gains in Fluency Measures during Study Abroad in China. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4176&context=etd
University of Illinois – Chicago
9.
Liu, Ying.
Improving Chinese University Students' Speaking Performance in Mobile-Assisted English Learning.
Degree: 2016, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/20828
► Using guidelines from expectancy-value theory, I investigated the effect of positive feedback on Chinese university students’ English speaking performance in a mobile learning context. Aged…
(more)
▼ Using guidelines from expectancy-value theory, I investigated the effect of positive feedback on Chinese university students’ English
speaking performance in a mobile learning context. Aged between 18 and 22 (M=20.09, SD = .69), a total of 99 Chinese university students (n female = 53) who were learning English as a foreign language performed two mobile-assisted decision-making tasks in pairs. Each student submitted an audio recording of their group decision summary at the end of each task. Between the two tasks, students in the comparison group and the intervention group respectively received neutral and positive feedback on their performance in the first task. The students’ audio recordings of their summaries were used to assess their
speaking performance in three different aspects: complexity, accuracy and
fluency. Students’ language learning beliefs, engagement with mobile technology, task values and expectancies for the task were measured before and after they performed the two mobile-assisted language learning tasks. The use of positive feedback was found to have neither positive nor negative effect on students’
speaking accuracy or
fluency, but significantly improved the complexity of their
speaking performance. Neither task values nor expectancy beliefs were found to significantly predict
speaking performance. Results are discussed in terms of the relationship among students’ expectancy beliefs,
speaking performance, and their second language proficiency. Findings from this study help guide task implementations to influence performance and suggest a new, more detailed measure of expectancy beliefs to better capture the different aspects of language performance.
Advisors/Committee Members: Theresa, Thorkildsen (advisor), Yin, Yue (committee member), Donahue, Mavis (committee member), Williams, Jessica (committee member), Park, Yoon S. (committee member).
Subjects/Keywords: second language speaking performance; complexity; accuracy; fluency; second language proficiency; task values; expectancy beliefs; positive feedback, mobile-assisted language learning
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APA (6th Edition):
Liu, Y. (2016). Improving Chinese University Students' Speaking Performance in Mobile-Assisted English Learning. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20828
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Liu, Ying. “Improving Chinese University Students' Speaking Performance in Mobile-Assisted English Learning.” 2016. Thesis, University of Illinois – Chicago. Accessed January 19, 2021.
http://hdl.handle.net/10027/20828.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Liu, Ying. “Improving Chinese University Students' Speaking Performance in Mobile-Assisted English Learning.” 2016. Web. 19 Jan 2021.
Vancouver:
Liu Y. Improving Chinese University Students' Speaking Performance in Mobile-Assisted English Learning. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10027/20828.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Liu Y. Improving Chinese University Students' Speaking Performance in Mobile-Assisted English Learning. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20828
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Macquarie University
10.
Leaper, David A.
Consistency in performance in the group oral discussion test: an interactional competence perspective.
Degree: 2015, Macquarie University
URL: http://hdl.handle.net/1959.14/1067634
► Theoretical thesis.
Bibliography: pages 374-392
Language teaching institutions may require a dependable test of conversational ability to assess student development and encourage communication in the…
(more)
▼ Theoretical thesis.
Bibliography: pages 374-392
Language teaching institutions may require a dependable test of conversational ability to assess student development and encourage communication in the curriculum. The group oral test (GOT) is a format in which three or four test-takers discuss a prompt for up to ten minutes that has the potential to do this. Using Interactional Competence (IC) as its foundation and a mixed-methods research (MMR) framework, this dissertation traces 53 Japanese university students’ performance over three administrations in two years to investigate the test’s appropriacy as a tool of assessment for their conversational ability. The quantitative phase of the study measured the participants’ performance using indices of complexity, accuracy, fluency, vocabulary and interactive functions and found varying developmental patterns: most indices showed significant improvement only in the second administration, while others showed gains in just the third administration, and some improved in each successive administration. Overall, gains made in the second administration had larger effect sizes than in the third administration. However, the scores awarded showed that students only improved significantly in the second administration. The qualitative phase of the study adapted Young’s Interactional Competence (IC) framework (2009, 2011) to investigate a subsample of eight test-takers to investigate the extent that students’ performances were represented by the quantitative indices and their scores. The qualitative analysis illuminated the consistent and variable elements in the students’ performances, and revealed the difficulties the raters had of scoring individuals independently of their IC displayed relative to the group’s performance: higher level test-takers could be scored overgenerously for being the best in their group, and lower level students rewarded for being tested with supportive group members. Among the implications for the GOT are that students of similar abilities should be grouped together, rating scales need to reflect the higher order conversational skills identified by this study, and the raters need to be aware of situations in which their interpretation of the rating scales may be compromised.
1 online resource (xvi, 434 pages) graphs, tables
Advisors/Committee Members: Macquarie University. Department of Linguistics.
Subjects/Keywords: Conversation – Ability testing; Oral examinations; TESOL; speaking assessment; interactional competence; group oral discussion; complexity; accuracy; fluency; interactive function; mixed methods research
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APA (6th Edition):
Leaper, D. A. (2015). Consistency in performance in the group oral discussion test: an interactional competence perspective. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1067634
Chicago Manual of Style (16th Edition):
Leaper, David A. “Consistency in performance in the group oral discussion test: an interactional competence perspective.” 2015. Doctoral Dissertation, Macquarie University. Accessed January 19, 2021.
http://hdl.handle.net/1959.14/1067634.
MLA Handbook (7th Edition):
Leaper, David A. “Consistency in performance in the group oral discussion test: an interactional competence perspective.” 2015. Web. 19 Jan 2021.
Vancouver:
Leaper DA. Consistency in performance in the group oral discussion test: an interactional competence perspective. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/1959.14/1067634.
Council of Science Editors:
Leaper DA. Consistency in performance in the group oral discussion test: an interactional competence perspective. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1067634
11.
Bumandalai, Ubambor.
The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills".
Degree: MA, 2013, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4413&context=etd
► Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet…
(more)
▼ Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.
Subjects/Keywords: listening; speaking; speaking accuracy; speaking fluency; listening activity; speaking activity; developing speaking skill; developing listening skill; listening process; Linguistics
…speaking skills in English
language learners. Finally, this chapter provides a brief outline of… …is no longer viewed as the property of the
English-speaking world but is an international… …project and choose the two units
focused on developing listening and speaking skills in language… …who were at a disadvantage
when it came to developing listening and speaking skills mainly… …and speaking skills far behind.
Soon, students realized that knowing English meant knowing…
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APA (6th Edition):
Bumandalai, U. (2013). The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills". (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4413&context=etd
Chicago Manual of Style (16th Edition):
Bumandalai, Ubambor. “The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills".” 2013. Masters Thesis, Brigham Young University. Accessed January 19, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4413&context=etd.
MLA Handbook (7th Edition):
Bumandalai, Ubambor. “The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills".” 2013. Web. 19 Jan 2021.
Vancouver:
Bumandalai U. The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills". [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2021 Jan 19].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4413&context=etd.
Council of Science Editors:
Bumandalai U. The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills". [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4413&context=etd
Université Toulouse II – Le Mirail
12.
Alazard, Charlotte.
Rôle de la prosodie dans la fluence en lecture oralisée chez des apprenants de Français Langue Étrangère : The role of prosody in French as foreign language reading fluency.
Degree: Docteur es, Sciences du langage, 2013, Université Toulouse II – Le Mirail
URL: http://www.theses.fr/2013TOU20057
► Notre recherche a pour objectif de tester l’incidence de la pratique linguistique à l’oral sur les compétences en lecture d’apprenants de Français Langue Etrangère (FLE).…
(more)
▼ Notre recherche a pour objectif de tester l’incidence de la pratique linguistique à l’oral sur les compétences en lecture d’apprenants de Français Langue Etrangère (FLE). A partir d’une hypothèse en psycholinguistique sur le rôle de la prosodie implicite dans le décodage de l’écrit en Langue Maternelle (Fodor, 2002), nous postulons qu’un travail poussé de correction phonétique centré sur la sensibilisation à la structure prosodique du français (via la Méthode Verbo Tonale, MVT) va non seulement améliorer la fluence des apprenants en parole spontanée et en parole lue, mais aussi faciliter le décodage de l’écrit. Nous pensons que cet apprentissage sera plus efficace s’il est proposé dès le niveau débutant. Pour tester ces hypothèses, nous avons mené deux études longitudinales avec des apprenants anglophones de FLE. Nous avons mesuré la fluence en lecture oralisée des apprenants avant et après la formation. Les résultats des analyses acoustiques et perceptives de la première étude (étude pilote) nous ont permis de confirmer nos hypothèses et d’appuyer nos choix méthodologiques. Dans la deuxième étude, nous avons souhaité approfondir les résultats obtenus dans l’étude pilote et valider expérimentalement l’efficacité de la MVT. Nous avons comparé l’impact de la MVT et de la méthode Articulatoire dans l’évolution de la fluence des apprenants. Nous avons également testé un des présupposés de la méthodologie SGAV (dont est issue la MVT) selon lequel l’écrit ne devrait pas être introduit avant que les paramètres prosodiques ne soient maitrisés, sans quoi le passage à l’écrit entrainerait une chute de la fluence des apprenants. Les résultats de cette seconde étude vont dans le sens de nos hypothèses : seuls les apprenants qui ont suivi les cours de correction phonétique via la MVT ont amélioré leur fluence en parole lue. De plus, l’introduction de l’écrit fait chuter la fluence des productions chez tous les apprenants. En conclusion, la maitrise de la prosodie constitue un prérequis nécessaire au passage à l’écrit en langue étrangère.
This study investigates the influence of oral training on reading out loud in French as a Foreign Language (FFL). Based on the implicit prosody hypothesis by Fodor (2002), we venture that working on the phonetic correction orally will improve speaking fluency, as well as reading fluency, and facilitate the decoding of the written test. We think that the impact of this training will be stronger with beginner than advanced learners. In order to test these hypotheses, we have conducted two longitudinal studies with English FFL students. We have measured the students’ fluency before and after training. The acoustics and perceptive results of the first study have confirmed our hypothesis and supported our methodology. In the second study, we follow up on these results on a larger-scale longitudinal study, designed to systematically compare the impact of two phonetics teaching methods on reading skills for FFL learners of French: the Articulatory Method (AM) and the Verbo-Tonal Method (VTM). We have…
Advisors/Committee Members: Billières, Michel (thesis director), Astesano, Corine (thesis director).
Subjects/Keywords: Prosodie; Fluence; Méthode verbo-tonale; Didactique du FLE; Transfert de compétences de l’oral vers l’écrit; Prosody; Fluency; Verbo-tonal method; French as foreign language; Skills Transfers from speaking to reading
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APA (6th Edition):
Alazard, C. (2013). Rôle de la prosodie dans la fluence en lecture oralisée chez des apprenants de Français Langue Étrangère : The role of prosody in French as foreign language reading fluency. (Doctoral Dissertation). Université Toulouse II – Le Mirail. Retrieved from http://www.theses.fr/2013TOU20057
Chicago Manual of Style (16th Edition):
Alazard, Charlotte. “Rôle de la prosodie dans la fluence en lecture oralisée chez des apprenants de Français Langue Étrangère : The role of prosody in French as foreign language reading fluency.” 2013. Doctoral Dissertation, Université Toulouse II – Le Mirail. Accessed January 19, 2021.
http://www.theses.fr/2013TOU20057.
MLA Handbook (7th Edition):
Alazard, Charlotte. “Rôle de la prosodie dans la fluence en lecture oralisée chez des apprenants de Français Langue Étrangère : The role of prosody in French as foreign language reading fluency.” 2013. Web. 19 Jan 2021.
Vancouver:
Alazard C. Rôle de la prosodie dans la fluence en lecture oralisée chez des apprenants de Français Langue Étrangère : The role of prosody in French as foreign language reading fluency. [Internet] [Doctoral dissertation]. Université Toulouse II – Le Mirail; 2013. [cited 2021 Jan 19].
Available from: http://www.theses.fr/2013TOU20057.
Council of Science Editors:
Alazard C. Rôle de la prosodie dans la fluence en lecture oralisée chez des apprenants de Français Langue Étrangère : The role of prosody in French as foreign language reading fluency. [Doctoral Dissertation]. Université Toulouse II – Le Mirail; 2013. Available from: http://www.theses.fr/2013TOU20057
University of Arkansas
13.
Klomjit, Suwanna.
Using Oral Reading to Self to Improve Oral Fluency of English Language Learners.
Degree: PhD, 2013, University of Arkansas
URL: https://scholarworks.uark.edu/etd/806
► The purposes of this study were to study the effect of oral reading-to-self on adult English Language Learners' oral fluency and their perception toward…
(more)
▼ The purposes of this study were to study the effect of oral reading-to-self on adult English Language Learners' oral
fluency and their perception toward oral reading-to-self. This experimental study used a pretest-posttest design. The participants (N = 63) were recruited and randomly assigned to a control group (n = 30) and an experimental group (n = 33). The
speaking test: Klomjit Lincoln Measure of Spoken English (KLMSE), developed by the researcher, was administered as both pre and posttest. The treatment was an assignment to read out loud-to-self. The Evaluation of Using Oral Reading to Improve Oral
Fluency, a quantitative scale questionnaire survey instrument, was used to measure the participants' perception toward using oral reading-to-self in three categories; difficulty, effectiveness, and language input. Data included demographic information, pre and posttest scores, and questionnaire responses. ANCOVA, t test, and descriptive statistics were conducted to analyze the data. The ANCOVA determined that oral
fluency of the participants was improved significantly after reading out loud-to-self, F(1, 60) = 4.78, p = .03. The participants perceived oral reading-to-self as easy, effective, language input. There was no statistical significant difference between male and female participants on perception toward oral reading-to-self in the three categories; difficult, male (M = 2.50, SD = .81), female (M = 2.26, SD = .87), t(31) = .97, p = .34, effective, male (M = 3.63, SD = .87), female (M = 4.84, SD = .29), t(31) = -.94, p = .36, and language input, male (M = 3.88, SD = .91), female (M = 4.02, SD = .55), t(31) = .52, p = .60. The difference between male and female participants on posttest scores was not significant, F(1, 30) = 1.76, p = .19.
Advisors/Committee Members: Felicia Lincoln, Michael K. Daugherty, Michael J. Wavering.
Subjects/Keywords: Education; Adult learners; English as a foreign language; English as a second language; English language learners; Oral fluency; Speaking skills; Bilingual, Multilingual, and Multicultural Education; Other English Language and Literature
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APA (6th Edition):
Klomjit, S. (2013). Using Oral Reading to Self to Improve Oral Fluency of English Language Learners. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/806
Chicago Manual of Style (16th Edition):
Klomjit, Suwanna. “Using Oral Reading to Self to Improve Oral Fluency of English Language Learners.” 2013. Doctoral Dissertation, University of Arkansas. Accessed January 19, 2021.
https://scholarworks.uark.edu/etd/806.
MLA Handbook (7th Edition):
Klomjit, Suwanna. “Using Oral Reading to Self to Improve Oral Fluency of English Language Learners.” 2013. Web. 19 Jan 2021.
Vancouver:
Klomjit S. Using Oral Reading to Self to Improve Oral Fluency of English Language Learners. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2021 Jan 19].
Available from: https://scholarworks.uark.edu/etd/806.
Council of Science Editors:
Klomjit S. Using Oral Reading to Self to Improve Oral Fluency of English Language Learners. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/806
14.
Hogue, Joshua Alan.
The Effects of One-on-One Teaching on Chinese Speaking Ability, Student Anxiety, and Student Preference.
Degree: MA, 2017, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7340&context=etd
► One-on-one language teaching holds great potential for improving students' speaking ability. Programs such as Brigham Young University's Chinese Flagship program uses a one-on-one approach to…
(more)
▼ One-on-one language teaching holds great potential for improving students' speaking ability. Programs such as Brigham Young University's Chinese Flagship program uses a one-on-one approach to help students learn how to use the language in respect to their desired profession. The Ohio State University uses individualized instruction as an alternative to traditional classroom-based classes. However, little to no research has compared one-on-one language teaching to traditional group classroom teaching in terms of language gains. Many studies show that one-on-one teaching can lead to language improvement, but do not attempt to compare method effectiveness. Additionally, although anxiety in language learning has been well researched, a comparison of anxiety between teaching methods has not been attempted. There are few studies that investigate anxiety between one-on-one and group methods. The present study attempts to close this gap in the research. This is done by comparing speech gains between a one-on-one teaching method and a group teaching method. The one-on-one method includes weekly five to ten minute sessions, and the group method includes weekly 50-minute sessions. Speech gains are defined as gains in fluency (determined through speech rate), pronunciation (consonants, vowels, and tones), and syntactic accuracy (determined by error free T-units). Speech gains are assessed via a pre/post-test design. Furthermore, the present study attempts to compare anxiety between the two teaching methods. This is done by administering the anxiety survey Foreign Language Classroom Anxiety Scale twice. Students were asked to respond to one survey in reference to the one-on-one setting, and respond to the other survey in reference to the group setting. Finally, students filled out a preference survey at the end of the study to determine student perception on teaching method effectiveness. Results show that there is no statistical difference in speech gains in five-ten minute one-on-one sessions compared to 50-minute group sessions. This is true for all four areas assessed: fluency, vowel/consonant pronunciation, tone pronunciation, and syntactic accuracy. This shows that short sessions of one-on-one teaching can produce the same speech gains as longer sessions of group teaching. Survey results show that anxiety levels were the same between the two teaching methods. Preference surveys show that the majority of students: 1) feel that the one-on-one method is effective in improving their speaking ability, 2) would choose to take a class that includes one-on-one teaching, 3) and enjoy coming to one-on-one sessions. It further shows that 50% of students feel that one-on-one teaching is more effective than group teaching, and feel more comfortable in one-on-one sessions than in group sessions.
Subjects/Keywords: one-on-one; individualized; group; speaking; fluency; pronunciation; anxiety; Other Languages, Societies, and Cultures
…gains (see Table 5). Four areas were analyzed for speaking ability: fluency (… …minute language class, they estimate that
each student only gets about 4-6 minutes speaking… …compared to speaking and listening. More
recently, Christensen and Bourgerie (2015)… …sessions in terms of speaking gains.
Understanding how gains compare between these two methods… …require extra time from teachers.
Group Speaking
Many pioneers of second language acquisition…
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APA (6th Edition):
Hogue, J. A. (2017). The Effects of One-on-One Teaching on Chinese Speaking Ability, Student Anxiety, and Student Preference. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7340&context=etd
Chicago Manual of Style (16th Edition):
Hogue, Joshua Alan. “The Effects of One-on-One Teaching on Chinese Speaking Ability, Student Anxiety, and Student Preference.” 2017. Masters Thesis, Brigham Young University. Accessed January 19, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7340&context=etd.
MLA Handbook (7th Edition):
Hogue, Joshua Alan. “The Effects of One-on-One Teaching on Chinese Speaking Ability, Student Anxiety, and Student Preference.” 2017. Web. 19 Jan 2021.
Vancouver:
Hogue JA. The Effects of One-on-One Teaching on Chinese Speaking Ability, Student Anxiety, and Student Preference. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2021 Jan 19].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7340&context=etd.
Council of Science Editors:
Hogue JA. The Effects of One-on-One Teaching on Chinese Speaking Ability, Student Anxiety, and Student Preference. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7340&context=etd
15.
Dohrman, Scott Donald.
The Effect of Transition Word and Pre-Speaking Activities on Text Type:Moving from Intermediate to Advanced Speech.
Degree: MA, 2017, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7409&context=etd
► Over the past several years, much research has investigated the role of pre-task planning, including solitary, group, and teacher-led planning, on the variables of complexity,…
(more)
▼ Over the past several years, much research has investigated the role of pre-task planning, including solitary, group, and teacher-led planning, on the variables of complexity, fluency, and accuracy in Second Language Acquisition (SLA) research. (Foster & Skehan, 1996; Gaillard, 2013; Geng & Ferguson, 2013). Additionally, other studies have investigated L2 learners' use of paragraphs and/or the role of conjunctions, i.e. transition words and expressions, in developing ideas and increasing cohesion (Mendelson, 2012; Rass, 2015). A gap remains, however, in seeing how pre-speaking and transition word activities together can promote proficiency in terms of text type, i.e. the move from word level speech and producing strings of sentences to paragraph level discourse. This study seeks to fill this gap by examining two teaching methods, namely Prelude to Conversation, or pre-speaking (Thompson, 2009), and transition word activities, to investigate the effect that these teaching methods have on increasing complexity and fluency among Intermediate-level learners of French. Complexity was measured by investigating the sub-components of total transition words, taught transition words, total clauses, words per clause, and total words. Fluency was measured by investigating the sub-components of time duration (total minutes) and words per minute. Furthermore, a case study illustrates the implications of increases in complexity and fluency for text type. Subjects were recruited from third semester French courses at Brigham Young University and were subsequently divided into three groups with each group receiving a different teaching method: Group 1 received transition word pre-activities, Group 2 received pre-speaking with a focus on content and forms needed to respond to the task, and Group 3 received a combination of both teaching methods. The study lasted four weeks with a Pre-Test in week one, followed by two weeks of treatments before completing the Post-Test in the fourth week. During the second and third weeks, each group received their respective treatments before responding to prompts that were identical for each group. Following the data collection, the speech samples were transcribed and analyzed for the sub-components of complexity and fluency. Results show, when comparing the Pre-Test to the Post-Test, that pre-speaking has a broader impact on complexity and fluency, either alone or when combined with transition word activities, impacting in particular total clauses, total words and response duration. When transition word activities were taught alone, there were greater gains in the use of taught transition words. The findings also demonstrate that even simply practicing providing oral responses regardless of treatment did help learners make overall increases that led to Post-Test responses (without scaffolding) that did not return to Pre-Test levels.
Subjects/Keywords: pre-task planning; teacher-led planning; pre-speaking; transition words; complexity; fluency; Other Languages, Societies, and Cultures
…relationship between her teaching method
(pre-speaking) and fluency as measured by words… …89
Summary of Fluency: Response to RQ2… …2
Table 2 Describe the Perfect City: Pre-Speaking… …5
Table 3 Describe the Perfect City: Response with Pre-Speaking… …6
Table 4 Describe the Perfect City: Response with no Pre-Speaking…
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APA (6th Edition):
Dohrman, S. D. (2017). The Effect of Transition Word and Pre-Speaking Activities on Text Type:Moving from Intermediate to Advanced Speech. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7409&context=etd
Chicago Manual of Style (16th Edition):
Dohrman, Scott Donald. “The Effect of Transition Word and Pre-Speaking Activities on Text Type:Moving from Intermediate to Advanced Speech.” 2017. Masters Thesis, Brigham Young University. Accessed January 19, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7409&context=etd.
MLA Handbook (7th Edition):
Dohrman, Scott Donald. “The Effect of Transition Word and Pre-Speaking Activities on Text Type:Moving from Intermediate to Advanced Speech.” 2017. Web. 19 Jan 2021.
Vancouver:
Dohrman SD. The Effect of Transition Word and Pre-Speaking Activities on Text Type:Moving from Intermediate to Advanced Speech. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2021 Jan 19].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7409&context=etd.
Council of Science Editors:
Dohrman SD. The Effect of Transition Word and Pre-Speaking Activities on Text Type:Moving from Intermediate to Advanced Speech. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7409&context=etd
. 
Open Access Theses and Dissertations
