Utterance-Based Measurement of L2 Fluency in Speaking Interactions: A Constructionist Approach

Autor/inn/en	Choi, Jungyoun; Sung, Min-Chang
Titel	Utterance-Based Measurement of L2 Fluency in Speaking Interactions: A Constructionist Approach
Quelle	In: English Teaching, 75 (2020), S.105-126 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Second Language Learning; Language Fluency; Second Language Instruction; English (Second Language); Speech Communication; Audio Equipment; Language Usage; Sentence Structure; Teaching Methods; Foreign Countries; Middle School Students; Grade 8; Task Analysis; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Audio-CD; Sprachgebrauch; Satzbau; Satzstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Aufgabenanalyse; Korea; Republik
Abstract	This study examines L2 fluency in speaking interactions based on the number and type of utterances. The participants were 25 Korean eighth-grade learners of English as a foreign language. They performed five communicative tasks in groups, and their speaking interactions were audio-recorded and analyzed to measure the frequencies of sentence-level and word-level utterances. Results showed that learners of different levels of L2 fluency greatly varied in their frequencies of sentence-level utterances. Construction-based analyses found that the frequency variation in sentence-level utterances was primarily attributable to the transitive construction and a small set of intransitive constructions. Further investigation of the transitive complementation patterns suggested that L2 learners' use of the nominal complementation [V+NP] became more productive as they expanded their repertoires of transitive complementation in developmental sequence based on a set of complementation clusters. Regarding these acquisitional patterns of the constructions in respect to L2 fluency development, the present study concludes with pedagogical implications and suggestions for future studies. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01