Literaturnachweis - Detailanzeige
| Autor/inn/en | Suzuki, Yuichi; Eguchi, Masaki; Jong, Nel |
|---|---|
| Titel | Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage-Based Perspective |
| Quelle | In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 4, S.1290-1319 (30 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0039-8322 |
| DOI | 10.1002/tesq.3103 |
| Schlagwörter | Second Language Learning; English (Second Language); Language Fluency; Task Analysis; Repetition; Lexicology; Syllables; Form Classes (Languages) |
| Abstract | In this task-repetition intervention study, L2 learners' reuse of linguistic constructions was analyzed to investigate to what extent recurring reliance on specific constructions during the same task repetition predicts fluency development. English-as-a-foreign-language (EFL) learners performed oral narrative tasks three times per day under two task repetition schedules: blocked (Day 1: Prompt A-A-A, Day 2: B-B-B, Day 3: C-C-C) versus interleaved (Day 1: Prompt A-B-C, Day 2: A-B-C, Day 3: A-B-C). From a usage-based perspective, their reuse of constructions across the same prompt was examined at both concrete (lexical unigram [e.g., "bicycle"] and trigram [e.g., "behind the bicycle"]) and abstract (parts of speech trigram [e.g., "preposition determiner noun"]) level. Subsequent analyses revealed that blocked practice led to higher reuse of both concrete and abstract constructions than interleaved practice. Reuse frequency was correlated with during-training and pretest-posttest fluency changes. Particularly, greater reuse of lexical and abstract trigrams during interleaved practice led to improvements in speed and breakdown fluency (i.e., shorter mean syllable duration and fewer mid-clause pauses) after the intervention, albeit with higher effort (indicated by longer mid-clause and clause-final pauses). Taken together, these findings indicate that manipulating task-repetition schedule may systematically induce reuse of linguistic constructions, which may promote proceduralization (entrenchment) of constructional knowledge at both concrete and abstract levels. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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