To What Extent Are Multiword Sequences Associated with Oral Fluency?

Autor/inn/en	Tavakoli, Parvaneh; Uchihara, Takumi
Titel	To What Extent Are Multiword Sequences Associated with Oral Fluency?
Quelle	In: Language Learning, 70 (2020) 2, S.506-547 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tavakoli, Parvaneh) ORCID (Uchihara, Takumi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12384
Schlagwörter	Oral Language; Language Fluency; Language Proficiency; Correlation; Phrase Structure; Rating Scales; Guidelines; Language Tests; English for Special Purposes; Articulation (Speech); Error Correction; Teaching Methods; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Word Frequency; Language Usage; Europe + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Korrelation; Phrasenstruktur; Rating-Skala; Richtlinien; Language test; Sprachtest; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Word analysis; Frequency; Wortanalyse; Häufigkeit; Sprachgebrauch; Europa
Abstract	This study examined the relationship between oral fluency and use of multiword sequences (MWSs) across four proficiency levels (Low B1 to C1 of the Common European Framework of Reference). Data came from 56 learners taking the speaking test of the Test of English for Educational Purposes, and our analysis obtained different measures of fluency (speed, breakdown, repair) and MWSs (frequency, proportion, association). Results showed that (a) high-frequency n-grams correlated positively with articulation rate; (b) n-gram proportion correlated negatively with frequency of mid-clause pauses; and (c) n-gram association strength correlated positively with frequency of end-clause pauses and negatively with repair frequency. Qualitative analysis suggested that the test-takers borrowed some task-specific n-grams from the task instructions and used them frequently in their performance. Whereas lower proficiency speakers used these n-grams verbatim, C1 level speakers used them competently in a variety of forms. We discuss significant implications of the findings for phraseology and language testing research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01